My sound and word book

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My sound and word book (Ginn Reading 360): Clymer, Theodore: 9780663251537: Amazon.com: Books

To use this program purely as a K5 phonics/reading program you will need:

• K5 Phonics, Reading, Writing, & Numbers Curriculum/Lessons Plans
• Letters and Sounds K5 (both teacher and student)
• Homeschool Phonics Charts and Games
• Homeschool Learning Games
• My Blend and Word Book
• Basic Phonics Readers (13 book set and Teacher Ed)
• Basic Phonics Flashcards
• Miniature Alphabet Flashcards
• Letter Picture Flashcards (highly recommended)
• Blend Practice Cards A (highly recommended)

Add Writing with Phonics K5 (cursive or manuscript; bound or unbound), K5 Writing Tablet, and Think and Learn K5 (bound or unbound student; teacher) to round out a Language Arts program.

Learning to read is a cohesive, multi-sensory experience with Abeka material. Each age/grade level (3-year-olds through 2nd grade) provides systematic, intensive phonics (as opposed to “whole word” or “sight reading”). Phonics instruction is a significant portion of the PK, K4, and K5 Early Learning Programs as well as the Grade 1 and Grade 2 Language Arts programs. In these last two grade levels, phonics is integrated with handwriting, reading, and spelling skills. In the Early Learning/Kindergarten years, number skills and other subjects are woven together. As you use the Curriculum/Lesson Plans for each level, there will be instructional sections on these other subjects along with references to many non-phonics Abeka materials. If pulled out from these, the phonics instructional materials can still stand alone and be used successfully, although isolation from general language arts will become increasingly difficult as the student moves into the 1st and 2nd grades.

Abeka phonics instruction is broken down into six basic steps.

1. Learn to recognize the short vowels and their sounds.
2. Learn to recognize the consonants and their sounds (particularly letters at the beginning of words).
3. Learn to blend the vowels and consonants – following the left-to-right pattern of reading, Abeka starts with front-end blending (beginning consonant blended into short vowel sound).
4. Learn to sound one-vowel words (adding ending consonants to the consonant-vowel blends that have been learned).
5. Learn the sounds of the long vowels/Learn to sound two-vowel words (begins with K Lesson 93)
6. Learn and apply special sounds (132 common letter combinations – these include beginning/ending blends, digraphs, a few sight words, r-controlled vowels, etc.)

Letter and sound awareness – including letter formation – (Step 1) mark the PK years. Repetition is noticeable in the Abeka lessons plans from the very beginning. Daily reading and interactive conversations provide a literacy rich environment and help develop listening and communication skills.

In K4, there is concentration on the first four steps. The pace is about three days per letter, starting with vowels and moving into consonants. Once mastered, blending is introduced followed by three letter, one-vowel words.

In K5, students initially focus on steps 1-5, reviewing what was learned in K4 and adding long vowel sounds. About half-way through the year, Step 6 is introduced. Typically, letters/sounds are covered over two days. The first day, sounds are introduced; on the second day, blending. Truly multi-sensory, instruction is a combination of teacher-student interaction, flashcard word-picture associations, chants (with accompanying hand-motions), blend ladders, phonics rules, phonetic marking, and reading practice.

In Grades 1 and 2, there is a shift toward reading skills but phonics instruction is continued and reviewed. The remainder of Step 6 sounds are introduced, students review all previously learned sounds and continue to add to vocabulary by using the Reading Handbook, Letters and Sounds/Phonics and Language workbooks and readers. Students move toward reading independently and phonics is considered one aspect of the grade level language arts materials.

Abeka’s phonics instruction sequence is unique in several ways. First is the front-end blending. Most other programs initially teach blending that starts with the short vowel and moving to the ending consonant. Abeka moves from the beginning consonant to the short vowel later adding the ending consonants. Their reason for this is to follow the left-to-right motion of reading. Another difference is how long vowels are taught. Instead of covering silent-e words and then moving to vowel pairs, Abeka teaches one long-vowel rule that covers both (when there are two vowels, the first says its long sound and the second is silent) applying this to silent e words as well as the more typical application to vowel pairs. The last distinction is when blends/digraphs are covered. With Abeka, these all fall into the last step – after long vowels. Many other programs will cover at least some of the blends and digraphs immediately after blending into CVC words – before the long vowels.

Abeka phonics/reading instruction produces strong and early readers. Perhaps it’s the integrated approach, coupled with the daily review and repetition. Perhaps it is the continual sound, word, and rule chanting. Perhaps it’s the written reinforcement and reading practice. Whatever. Abeka has found a winning combination and the results speak for themselves.

There are a lot of moving parts in the Abeka Phonics materials – some are required, some highly recommended, and some optional. All are referenced in the Curriculum/Lesson Plans. At the K4 or K5 level, you can choose to cover all material in these plans for a complete grade-level, early learning curriculum, or you can choose some selections as a complete language arts program or choose solely the phonics. If you choose to use it only for the phonics and/or language arts, keep in mind that you will be seeing daily references to material that you are not using. Starting with Grade 1, the Curriculum/Lesson Plans each focus on individual subject areas (Language Arts, Math, Science, Social Studies) with the phonics instruction being part of Language Arts. ~ Janice

Programs in this section go beyond teaching children how to read, incorporating phonetic readers, spelling and writing as well. Arranged roughly by grade/age.

Category Description for PHONICS:

Would you like this sound words list as a free PDF poster with pictures? Click here to get it.

We hear different sounds all the time. But how do we actually say them as words?

There are many different words for sounds. Let’s look at 42 sound words in English (plus some useful idioms with sound words).

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1. Sounds of things hitting things

Thud

The sound of something heavy falling and hitting the ground.

I don’t know why she’s dropping a brick from a high chair.

But it does make a fun sound.

Whack

The sound of a short, heavy hit.

This can also be used as a verb:

“She whacked him in the head with the pillow.”

Slap

The sound of someone hitting something (or someone) with an open hand.

You’ll hear this word a lot in idioms:

A slap in the face is used when someone has done something bad to you (given you something you don’t want or not given you something that you do want, for example), usually unfairly.

“I did all of the work for the project and then Sam gets the promotion — not fair. What a slap in the face!”

A slap on the wrist is when someone gets punished — but very, very lightly. Much less than they deserve:

“You heard about Hexon Oil? They polluted every lake in the country and only got a $2000 fine. It was barely a slap on the wrist, really.”

A slap-up meal is basically a massive meal — the kind of meal you have when you really don’t want to think about your weight or your health. Just enjoy it!

“I’ve sold the house! I’m taking you all out for a slap-up meal at Mrs Miggins’ pie shop!”

A slapdash job or slapdash work is work done really badly. I remember waiting in a cafe at Sofia airport, and these Austrian guys found it quite funny that there was just one plug socket in the whole cafe. And it was halfway up the wall. The designer definitely did a slapdash job:

“Don’t get that builder. He did such a slapdash job on our house that the roof fell in.”

Knock

OK, so “knock” is the sound that you make when you arrive at your friend’s house and hit their door with your hand.

There’s also the phrase “don’t knock it.”

It basically means “don’t criticise it.”

“Banana and crisp sandwiches are actually really good! Don’t knock it till you’ve tried it!”

Rattle

Stay away! It’s a rattlesnake. And it’s rattling its tail.

As a verb, “rattle” can also mean “disturb.”

Think about classic action heroes.

They can fall out of planes, jump off the edges of mountains, survive car crashes, helicopter crashes and bike crashes; they can be forced to swim underwater for five minutes and then run 200 metres over burning coals.

And after that, they’re just fine, right?

That’s because nothing rattles them. Nothing!

Splat

The sound of something wet hitting something else.

Like when you throw eggs or rotten tomatoes at the visiting politician.

Or a water balloon at your friend.

Clunk

This is one of those words that sounds like it sounds, if you know what I mean.

It’s a heavy, dull sound.

Clang

A noisy, metallic sound.

Clink

This is like clang’s baby brother.

It’s a small, sharp sound — usually made when metal or glass touches something.

Patter

A light tapping sound.

We usually use it to describe rain:

“I love sleeping through storms, don’t you! The patter of rain on the roof and knowing you’re safe and sound in bed.”

When I was a kid (and for too long afterwards — she still does this when I visit) my mother would greet me when I came downstairs in the morning with:

“You’re awake! I thought I heard the patter of tiny feet!”
“Mum — I’m 37 years old.”

Clatter

Clang is noisy and unpleasant, right?

Now imagine lots of clangs. That’s clatter.

Smash

The sound of something breaking into a million pieces. Usually violently.

“Smashing” can also mean “excellent”:

“She did such a smashing job that we hired her full time.”

Slam

We usually use this to describe closing a door very loudly.

But we can use it for other similar situations.

You can slam the phone down (if you’re using a non-mobile phone, like the retro kid you are).

You can also slam a glass on the table. (Think tequila shots.)

If someone slams the door in your face, they basically decide not to help you or give you information that you need.

“I called the helpline about it, but they refused to help. Completely slammed the door in my face.”

You can also just “slam” something. It means “give a very, very negative review.”

“The New York Times completely slammed his new book. But I thought it was pretty good.”

2. Mechanical sounds

Honk

When I lived in Istanbul, I would play a game.

I would try to count to five without hearing a single car honk its horn.

I never got past three seconds.

Also — it was a terrible game. But I was bored.

Whir

A continuous sound — usually quiet, often calming.

Tick

We almost always think of clocks and watches when we hear the word “tick.”

It’s that tiny, short sound.

So it wouldn’t surprise you to hear that we can use the phrase “time is ticking” to mean “hurry up!”

“Let’s get started! Time’s ticking.”

If you’re a bit angry (not furious — just a bit), then you can say that you’re “ticked off.”

“To be honest, I’m a bit ticked off. I didn’t expect you to tell everyone about what I told you. It was private.”

“In a tick” can also mean “in a minute,” “in a second,” “in a moment” or just “soon.”

“Take a seat. I’ll be with you in a tick.”

Click

A small, sharp sound.

Think about a light switch.

Or this annoying guy and his annoying pen.

When you click with someone, you immediately get on well. You start talking and it feels as if you’ve always been friends.

“I’ve been friends with Gudrun for 20 years. We clicked as soon as we met.”

Bang

A loud noise! Usually sudden.

This is most closely associated with guns. But the building site next to my house also produces a lot of bangs.

If you go out with a bang, you finish or leave something in a super-dramatic way.

“Wow! His last day of work and he throws coffee in the boss’s face! Talk about going out with a bang!”

When someone bangs on about something, they talk for ages about it while successfully boring the life out of whoever has the bad luck to listen to them.

“If you could just stop banging on about your new computer for a minute, I’d like to talk to you about what happened last weekend.”

Buzz

The sound of something vibrating.

When we talk about the buzz of a place, we’re talking about that special energy it has.

Some cities (like Vienna) have a real buzz, while some cities (like Swindon) don’t.

“What I miss about Istanbul most is the buzz. And the food. But mostly the buzz.”

You can also buzz someone in when you’re at home, and someone wants to get into the building. It saves you from having to walk all the way downstairs to let them in.

“Hey! I’m outside your flat now. Can you buzz me in?”

Finally, you can give someone a buzz. It just means “give them a quick call.”

“Let’s have that drink on Friday. Just give me a buzz, and I’ll let you know where I am.”

3. Electronic sounds

Ping

This is the sound of a very small bell.

Think of a typewriter or a hotel reception desk.

Blip

A ping will last for a long time (piiiinnnggggg). But a blip is very, very short.

Think of a radar in those films with too many submarines in.

Beep

A blip sounds quite nice, but a beep can get very annoying very quickly.

I don’t know how people working as supermarket cashiers don’t go crazy. Do they still hear the beeps when they go to sleep at night?

4. Organic sounds

Snap

A sudden breaking sound — think of the sound of wood breaking.

I guess because it’s quite an unpredictable sound, we can also use “snap” as a verb to mean “suddenly get angry.” When you snap, it’s probably a result of lots of things building up.

“It was when her kid put his school tie in the toaster that she finally snapped.”

It also has a second meaning.

Have you ever tried to talk to someone, and instead of saying “Hi!” or “Good to see you!” or “Nice hair,” they just angrily shout at you — completely unpredictable and sudden?

Then they snapped at you.

“I wouldn’t talk to him right now, if I were you. I just asked him if he was OK, and he snapped at me.”

You can also just say “snap” when someone else has something that you have. It could be a plan, an interest, or something physical, like a T-shirt.

“No way! Snap! I’ve got the exact same phone.”

Finally, there’s a snap election.

It’s a general election that the prime minister or president suddenly announces — usually because they think they’ll win. All of a sudden, we’re voting. Again!

“She said she wouldn’t call a snap election. Then she did.”

Crack

It’s like a loud snap.

If you want to celebrate, you can do so in style — by cracking open a bottle of champagne:

“You got the job?! Awesome — let’s crack open a bottle, yeah?”

If you drink too much of it, you might find EVERYTHING funny and just crack up all the time. It means suddenly start laughing. A lot. Until your face hurts.

“I told him my idea, and he just cracked up. I didn’t think it was that funny.”

Crackle

Lots of small cracks.

Fire and fireworks crackle. And not much else.

Pop

A tiny, little, mini explosion sound.

Because it’s such a short sound, we use it in phrasal verbs to describe something quick.

You can pop out (go outside — but only for a bit):

“I’m just popping out for some fresh air. See you in a few minutes.”

Or you can pop in somewhere (visit — but only for a bit):

“When you’re in town, why not pop in for a coffee?”

Sizzle

The sound of food cooking.

Rustle

There are basically only two things that rustle.

Leaves (especially dry, autumn leaves) and paper.

To rustle something up means to make a quick meal — like a sandwich or some toast.

“You haven’t eaten? Give me two minutes — I’ll rustle something up.”

Rumble

A continuous, deep sound.

Think of thunder.

Or your stomach when you’re really hungry.

5. Water sounds

Fizz

That nice sound of bubbles popping. Think about sparkling water or champagne.

Squelch

You just need to say this word to understand what it means.

Go on, say it. Feels good, doesn’t it?

It’s basically the sound of walking in mud.

Gurgle

This is the sound of bubbles being created.

Imagine lying down in the green grass next to a beautiful stream.

What can you hear?

The gurgle of the stream of course.

And the lion. Look out for the lion.

Glug

If gurgle is a series of sounds, then glug is a single one of those sounds.

Think of how you sound when you’re drinking water quickly.

Drip

“Drip” looks like “drop,” right?

Well, “drip” is the sound that a drop makes when it hits something.

Splash

The sound of something hitting water (or any liquid).

Think of the sound of kids in the bath.

Or the sound at the end of a water slide.

If you feel like spending a little more money than you should, then you splash out.

“Yeah, it’s a bit pricey. But it’s my birthday. I’m gonna splash out.”

Trickle

This is the sound of liquid flowing very slowly.

Squeal

Don’t step on the rat’s tail. He’ll squeal really loudly.

Also, it’s not nice. Leave the rat alone, you monster.

Squeak

A squeak is a small, high-pitched sound.

Think of the sound of a mouse.

Or an old bed.

Or a door that needs oil.

I once had a pair of shoes that squeaked a lot.

You can also use the phrase “a squeak out of someone” to describe any sound coming out of their mouth at all. It’s usually used in the negative.

“Right. He’s coming. I don’t want to hear a squeak out of either of you until he’s gone. I’ll do the talking.”

Hiss

OK. Repeat after me:

“Ssssssssssssssssssssssssssssssssssss.”

Good — you’ve just made a hiss.

Swish

This is another word that sounds like it sounds. (These words are called onomatopoeia, by the way.)

It’s a bit like a mixture between a hiss and a rustle.

Creak

When you open that old, heavy wooden door.

Or decide to take your kids to a playground that was built in the ‘50s.

Then expect to hear a lot of loud, high-pitched sounds of wood and metal rubbing together.

A lot of creaks.

Scrape

The sound of something hard or sharp rubbing against something else.

We use this a lot as a verb.

You might have to scrape ice off your car on winter mornings.

Or scrape the pancake off the pan after you’ve burned it.

Or scrape chewing gum off the table. Seriously, why do people do that?

There’s also the idiom “to scrape the bottom of the barrel.”

We use it when we’ve almost completely run out of options, and all we have are the worst choices.

“Is this the best we can do? We’re really scraping the bottom of the barrel here. I mean some of them don’t even have faces.”

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Congratulations! You now know 42 sound words in English (plus some new idioms).

So let’s practice:

1. Have you splashed out on something recently (like a slap-up meal or clothes)?
2. What ticks you off the most?
3. Can you remember cracking up over something that wasn’t funny? What was it?

Answer in the comments!

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Jenny Dooley — Virginia Evansi-Learn My Phonics is a 2-level English course I-LEARN MY PHONICS Grade 1 Teacher’s Bookdesigned for young learners in Grades 1 and 2.It introduces young leaners to English in a fun,stress-free way, focusing on the sounds ofwords and the basics of reading.From Grade 3, students will continue with the4-skills series, i-Learn Smart Start Grades 3, 4& 5, which fully covers the MOET curriculum.i-Learn My Phonics Jenny Dooley — Virginia Evans Grade 1i-Learn My Phonics Grade 2i-Learn Smart Start Grade 3i-Learn Smart Start Grade 4i-Learn Smart Start Grade 5 Components • Pupil’s Book • Activity Book • Class CD • My Phonics Cards • Teacher’s Book • DIGI MATERIAL cross-platform application (iOS, Android,Windows, MacOSX) ISBN 978-1-4715-2711-1 Express

Introduction p.II Teacher’s BookAa ContentsBbCc p.2 Jj p.46DdStory Time p.6 Kk p.50Review 1Ee p.10 Ll p.54FfGg p.14 Mm p.58HhStory Time p.18 Story Time p.62Review 2Ii p.20 Review 3 p.64 p.22 Extra Check p.66 p.26 The Alphabet p.69 p.30 Let’s play! p.70 p.34 Songs p.72 p.38 Activity Book p.73 (Key & Instructions) p.40 Photocopiable Material p.80 p.42 Jenny Dooley – Virginia Evans

Introductioni-Learn My Phonics Grade 1 is a five-level course which II Review lesson consolidates the letters, sounds and words The teaching of English should resemble the naturalintroduces pupils to the sounds of the English language. There is a review lesson every four units.The review taught in the previous four units through a variety acquisition of the mother tongue: pupils learn in theirIt is designed to help pupils connect the sounds lesson consolidates the letters, sounds and words of fun activities. native language through having fun and have fun(phonemes) to the letters (graphemes) that represent taught in the previous four units through a variety through learning! They pick up sounds and,later on,wordsthose sounds. of fun activities. II Portfolio Activities to be able to communicate in their social environment. The conditions in our classrooms should promote learningPupils will develop the art of reading by understanding III Extra Check These activities are at the back of the Activity as such.Thus, each lesson follows these steps:the English alphabet, associating sounds with letters, This section aims to consolidate the letters/words Book. There is one activity for each unit. These • Beginning the Lessonblending and segmenting words and decoding taught in the course. activities aim to consolidate the letters and wordsfrequently used words. of each unit through tracing and colouring. This is an integral part of the lesson as pupils get the IV The Alphabet chance to communicate with their teacher andi-Learn My Phonics Grade 1 consists of the following This section aims to consolidate the letters of the • Teacher’s Book their classmates. The teacher is also given thelevels: alphabet taught in the course and to practise opportunity to greet the pupils and create a friendly the names of the letters. The Teacher’s Book provides step-by-step lesson environment, as well as revise what the pupils havei-Learn My Phonics Grade 1 & Grade 2 – The Alphabet plans.Each lesson plan provides detailed suggestions learnt from the previous lessons. During this step thefocus on the sounds the letters of the English alphabet V Let’s play! for presenting, practising and consolidating the new teacher is expected to revise the letter and/or wordsmake. The board game at the end of the Pupil’s Book letters and their respective words.There are also further taught in the previous lesson. This should not be ai-Learn My Phonics Grade 1 – Short Vowels focuses on aims to provide an entertaining way to consolidate extension activities and games making the Teacher’s formal check of homework! The teacher plays ashort vowel words that make up the vast majority of the the words the pupils have learnt in the course. Book a complete and comprehensive guide to game using visual aids (picture cards) or realia,words pupils will encounter in their studies. teaching young learners. The Teacher’s Book also miming, etc, as a means of ensuring the pupils’i-Learn My Phonics Grade 1 – Long Vowels focuses on How to Play the Board Game: includes the Pupil’s Book pages in reduced form progress.the decoding of words with the long vowel sound that Divide the pupils into pairs, groups or teams.The making it easier to be used in the classroom.end in -e. pupils take turns throwing the dice.They have to • Presentation & Practicei-Learn My Phonics Grade 1 – Consonant Blends focuses name the vocabulary items on the square they • i-Learn My Phonics Grade 1 Cardson consonant clusters and letter blends that can be land on. If they land on a Play Again! square, The teacher should present and practise the newquite difficult. they play again. If they land on a Miss a Turn! The i-Learn My Phonics Grade 1 Cards include all letters/words in a clear and enjoyable way.A pupil’si-Learn My Phonics Grade 1 – Letter Combinations square, they miss their next turn.The winner is the the pictures necessary for the presentation and attention span can be very short so the need for acovers tricky letter combinations and how to decode pupil/group/team that reaches Finish first. revision of the words in each lesson. In each lesson variety of activities arises.The best way to hold theirand encode words containing them. plan there are suggestions for further use of the attention is by changing activities every five to ten VI Picture Cards phonics cards in group or class games/activities. minutes. However, pupils tend to like what is familiar.i-Learn My Phonics Grade 1 The picture cards include all the pictures Thus, teachers should let a favourite activity go on necessary for the presentation and revision of • Class CD/Pupil’s CD as long as the pupils are enjoying it. What mayComponents the words in each lesson. In each lesson plan seem boring or repetitive to adults is not necessarily there are suggestions for further use of the The Class CD includes all the aural activities in the the case for pupils. • Pupil’s Book picture cards in group or class games/activities. Pupil’s Book.The Pupil’s CD includes the new words, songs and stories and can be used by the pupils Presenting/Practising the New Letters/Words: i-Learn My Phonics Grade 1 1a covers the letters A VII i-Learn My Phonics Grade 1 Certificate for home study, providing an excellent opportunity – M. It comprises 13 units which in turn consist of This is filled in upon completion of the course.The to improve their intonation and maintain their a) i-Learn My Phonics Grade 1 Cards: These illustrate three lessons. Each unit presents a letter of the aim of this certificate is to reward the pupils, as interest in the English language. the words which contain the letter sounds to be alphabet and its sound.The letter is then reinforced well as give them a sense of achievement. taught.The teacher uses them to present the new through the teaching of simple, everyday words. A • DIGI MATERIAL letters/words and drill pupils.The choral repetition variety of functional activities, songs and chants • Activity Book of words ensures that all the pupils, shy or not, will help the pupils practise the letters/words in an The Activity Book is in full colour and comprises Using a cross-platform application (iOS, Android, say the new letters/words, giving the teacher an interesting way. thirteen units. Each unit consists of two pages and Windows, MacOSX) DIGI MATERIAL provides young excellent opportunity to correct any pronunciation can be done upon completion of the corresponding learners with the digital tools to learn English in a fun problems while giving the pupils a sense of The Pupil’s Book also incorporates a variety of unit in the Pupil’s Book. It aims to consolidate the way. confidence before they say the letters/words appealing additions: letters/words that appear in the Pupil’s Book through individually. various activities, e.g. tracing, colouring, matching, The DIGI MATERIAL consists of: I Story Time etc. • Sound presentations along with letter tracing b) Picture Cards: The picture cards are at the back of • Animated songs the Pupil’s Book for the pupils to cut out and store There is an enjoyable story every four units. Each The Activity Book also includes: • Fun interactive activities (colouring, tracing, etc) in an envelope. They are replicas of the pictures story consolidates the letters and the words • Learning tasks (circle the right letters, listening presented in the Pupil’s Book. The corresponding covered in the four units as well as provides real I Review upper and lower case letter is at the back of each language input and opportunities for reading for There is a review lesson every four units.The review activities, etc) with automatic feedback card. During the first lesson, spend some time pleasure. Each story is followed by a fun activity. • Interactive games (Pelmanism, mazes, puzzles, guiding your pupils to cut them out and put them In the Teacher’s Book, the teacher can find in an envelope (provide some envelopes if additional optional activities. letter cubes, etc) necessary). Explain to them that they should • Picture Dictionary with audio always have this envelope with them.The Teacher’s ➤ Typical Unit FeaturesII III

Introduction Sometimes, especially at the beginning of an early primary course, the use of mother tongue in a language classroom is unavoidable for a number of reasons. First of all, young learners feel secure as they are given some Book provides many suggestions for using these cards in a wide variety of drills and activities.You can also time to adjust to their new environment, the language classroom. Furthermore, instructions of games and other use them to revise and consolidate the letters/words taught in previous lessons. activities are easier and faster to explain in L1. c) Visual Aids: The respective pictures in the Pupil’s Book are used for picture discussion and for further ➤ How to Avoid Using Mother Tongue practice of the new letters/words. A teacher can employ various means of getting his/her message across without using L1: d) Chants/Songs: The letter sounds and the corresponding words are practised through upbeat chants. In the next lesson, the pupils consolidate the letters and the words through lively songs.All the songs are set a) Gestures/Miming: Pupils always use body language to express themselves. Take advantage of this by to the tune of traditional songs that make them catchy and easy to sing. Language in the form of songs accompanying instructions with gestures, actions and mime to show what you want them to do and/or the and chants is more likely to be retained by pupils. In addition, the new letters/words are repeated many meaning of a word. times while pupils have fun! b) Pictures/Realia: Another powerful way of getting the message across is by using pictures, realia and other SIGHT WORDS visual aids. Do not forget that a picture is worth a thousand words! Our objective here is to instil confidence One of the most effective and powerful reading tools that parents and teachers can help children develop in the pupils and, thus, gradually enable them to listen to and speak as much English as possible! is sight word recognition. When a child is able to understand and identify sight words he/she is certain to become an avid reader. Sight words are the most frequently used words and can be found on the Dolch ➤ Songs in the Language Classroom List. Sight words are critical to reading not only because they are used so frequently, but also because many of them cannot easily be sounded out or depicted. Following this principle, the pupils will be exposed to The importance of songs in language learning is not to be underestimated.Their rich language enables young sight words gradually throughout the course to help them master the art of reading. learners’ long-term memory to develop and, thus, language is retained by pupils. We all remember songs from our mother tongue and we see pupils ‘perform’ short plays in our daily encounter with them. Here are some ways • Ending the Lesson to ‘animate’ the songs: The lesson should always finish on a high note. Pupils should perceive learning as fun. They will be taught more formally in later years. Our main objective is to infuse them with a sense of happiness and fulfilment. a) TPR Activities: Have pupils stand up, in a circle preferably. Play the song once and demonstrate the actions. Consequently, Ending the Lesson involves: Play the song again. Invite pupils to perform the actions. a) My Sound Book: Pupils make their own sound book that includes the letters of the alphabet. Its purpose is to b) Using prompts: Every lesson includes a song consolidating the words of the lesson. Ask the pupils to take help the pupils practise saying the sounds of the letters.The fact they are making their own book also gives out their picture cards or hand out other realia. Explain to pupils that they are to show their picture cards, them a sense of achievement and makes them more responsible. Parents will also be able to check and etc every time they hear the corresponding words in the song. Play the song. Pupils listen and perform the monitor their children’s progress. activity. How to Make a Sound Book: These are just a few suggestions on how to use songs in the language classroom. Be as inventive as you can During the first lesson, explain to the pupils that they should bring in a dossier which they will have with since pupils love performing! them at all times and in which they will keep photocopies of the letters of the alphabet you provide them. For the next lesson, bring in self-adhesive labels, write My Sound Book on them and help your pupils stick ➤ Games for Young Learners them onto their dossiers. Give them a photocopy of the first letter, help them punch holes and put it in their dossiers. Tell the pupils they can colour their letters at home and find and glue pictures of items The educational value of games has already been explained. Here is a list of the most popular games we have beginning with each letter. Also explain to them that they will take the sound book home and their used in this course: ‘homework’ is to practise saying the sound with their parents. Act It Out b) Games/Fun Activities: The educational value of games is that pupils are motivated to learn the English Choose a pupil to come to the front of the classroom. Show him/her a phonics card or whisper a word and have language naturally while having fun. Games are also important because at this age the sense of being the pupil act it out.The remaining pupils try to guess the correct answer.The first pupil to do so comes to the front in a social group and obeying rules are not yet fully developed.Thus, games promote social skills. of the classroom and the activity continues. ➤ Homework Alphabet Scramble Divide the class into two teams,A and B.Write the alphabet all over the board, but not in order.Ask a pupil from each Pupils at this level are too young to be assigned any homework.The presentation, practice and consolidation of team to come to the board.Call out a letter.The pupil that finds and circles the letter first,wins a point for his/her team. the new letters/words should take place in the classroom. Therefore, the teacher is strongly advised to recycle The team with the most points wins the game. everything learnt on a regular basis. However, if you feel that the pupils can cope with some homework, you can assign some words for copy and dictation each time.Also, if you wish, you can assign the Portfolio Activities at the Basketball end of the Activity Book as homework. Divide the pupils into two teams. Choose a pupil from Team 1. Show him/her a phonics card and elicit the name of the item. If the pupil answers correctly, give him/her a soft ball and have him/her take a shot at the Note: The importance of copying lies in the fact that pupils practise putting individual letters together to form a ‘basket’/bin. If the pupil gets the ball in the ‘basket’/bin then he/she gets a point for his/her team. Continue the complete word whilst perfecting their handwriting skills. In addition, learning a word or two for dictation enables game with a pupil from Team 2.The team with the most points is the winner. pupils to remember words as well as improves their spelling. Bingo ➤ The Use of Mother Tongue VIV

Introduction Memory Game Put up the phonics cards on the board and ask the pupils to memorise the order in which the items appear. Prepare some Bingo cards with the words you want to practise and hand them out to the pupils. Each Bingo Remove the phonics cards and ask individual pupils to name the items in the correct order. Change the order card should have a different set of words. Provide them with small pieces of paper to cover the words. Say the of the phonics cards and repeat the activity. words or show pictures and have the pupils cover the words on their Bingo cards. The winner is the first pupil whose card is covered and who shouts BINGO! Memory Master Ask the pupils to sit in a circle. Choose one pupil to be the ‘Memory Master’. Arrange the phonics card face up Chinese Whispers in the middle of the circle. Each pupil chooses a phonics card and says the word, without actually touching the Whisper a word from the lesson to a pupil.The pupil whispers the word to the pupil sitting next to him/her and so phonics card. After everyone has said their words, the ‘Memory Master’ must hand the correct phonics card to on.The last pupil says the word aloud. each pupil. Correct the Teacher Name It Hold up the phonics cards, one at a time and ask individual pupils to correct your statements. Arrange some chairs, back to back, in the middle of the room. Choose phonics cards and place them on the e.g. Teacher: (holding the dog phonics card) It is a cat! chairs. Play the song. When the music stops the pupils pick up a phonics card and, one at a time, tell you the name of the item pictured on their phonics card. The pupil who gives an incorrect answer is out of the game. Pupil 1: No! It is a dog! etc Play the game as many times as you think is necessary. Draw It Noughts and Crosses Divide the class into two teams, A and B. Ask two pupils, one from each team, to come to the board. Name a Draw a large 3×3 grid on the board. Write a number 1-9 in the upper right hand corner of each space. Choose vocabulary item. The pupils quickly draw it. The pupil who finishes first wins a point for his/her team. Continue nine phonics cards and stick them face down on each space on the grid. (Make sure to cover the words with a with the other words and the remaining pupils.The team with the most points wins. blank piece of paper.) Divide the pupils into two teams,Team X and Team O. Choose a pupil from Team X to go first. The pupil calls out a number to see the phonics card. If he/she names the item pictured correctly, an X is Floor Board Game placed in the space. If not, the card is placed face down again and a pupil from Team O chooses a number. Arrange the phonics card in a long line. Designate a starting (Start) and finishing (Finish) point. Add as many The team that succeeds in placing three respective marks in a horizontal, vertical, or diagonal row wins the sheets of coloured paper as you wish between the cards to represent Lose a Turn, and assign a number, e.g. 5 game. on the dice to represent Go back to Start. Give each pupil a counter. Ask the first pupil to throw the dice and move the designated number of spaces. The pupil must say the word on the phonics card he/she lands on. If Pass the Phonics Card the pupil makes a mistake, he/she goes back to his/her original place.The first pupil to reach Finish is the winner. Line up the pupils into two teams. Give the first pupil of each team a phonics card. Say: Go! The pupils say the corresponding words and pass the phonics card over their heads to the pupils behind them, who say the word and Form a Line pass the phonics card between their legs to the pupils behind them.The pupils continue to pass the phonics card Put up the phonics cards on the board.Write the respective words on separate pieces of paper. Hand out the pieces over their heads and between their legs.The last pupil in each line races to hand their phonics card to the teacher of paper to the pupils and ask them to form a line at the front of the board in the same order as the phonics card. and says the word.The first team to do so wins a point. Continue the game as many times as you think necessary. Repeat the procedure with another group of pupils. Guess Run and Touch Divide the class into two teams, A and B. Ask a pupil to come to the board. Whisper one of the target vocabulary Divide the class into two teams,A and B. Put up the phonics cards on the board. Say one of the words.Two pupils, words to him/her.Without speaking, the pupil draws a picture of the word on the board.The first team to guess the one from each team, call out the word as they race to touch its corresponding phonics card. The first pupil to word wins a point. Repeat the activity with as many pupils as you think is necessary.The team with the most points touch the phonics card wins a point for his/her team.The team with the most points wins. wins the game. Sound and Word Hangman Divide the class into two teams, A and B. Put one of the phonics cards on the board. Ask a pupil from Team A to Choose a word and write the appropriate number of spaces on the board.The pupils take turns guessing a letter. identify the sound (one point), the picture (one point) or both (two points). Continue with a pupil from Team B. If a pupil guesses correctly, write that letter in the space and give the pupil another turn. If they guess incorrectly, Write the points for each team on the board.The team with the most points wins the game. start drawing a hanging man and have the next pupil guess a letter. The pupil who guesses the word is the Speed Race winner. If you wish, let the winner take your place and repeat the game. Put three chairs in front of the board. Divide the class into three teams, A, B and C. Have a pupil from each team stand up. Put a phonics card on each chair. Call out one of the phonics cards.The pupils standing try to be the Hot Cards first to sit on the chair with the corresponding phonics card.The first pupil to sit on the chair wins a point for his/her Have the pupils sit in a circle. Hand out the phonics cards. Play the song. While the song is playing, the pupils team.The team with the most points wins. pass the phonics cards around. When the song stops, the pupils holding the phonics cards must name them. Spin the Bottle Jump Ask the pupils to sit in a circle with a bottle in the middle. Spin the bottle.When it stops, show the pupil it is pointing Revise the target vocabulary. Put a line of masking tape on the floor and designate one side True and the other to the phonics card and elicit its name. If the answer is correct then that pupil can spin the bottle. Repeat with False. Hold up a phonics card, e.g. egg and say: egg.The pupils jump on the True side. Hold up another phonics other phonics cards. card, e.g. ant and say: drum.The pupils jump on the False side. Pupils who end up on the wrong side sit out until the next game. Stand and Sit Letter Writing Race VII Ask the pupils to open their notebooks. In two minutes, the pupils write as many, e.g. Nns as they can.The winner is the pupil who has written the most.VI

Introduction IX Tell the pupils to listen for words that begin with a specific sound, e.g. the /n/ sound.Ask the pupils to stand when they hear words beginning with the /n/ sound and sit when they hear words beginning with another sound. Slowly say key words: e.g. olive, queen, pony and nut. Repeat the activity by saying the key words quickly to make it more fun. Step on It Put the phonics cards in a circle on the floor. Play the song and have the pupils walk around the cards. Stop the music and name an item on one of the cards.The pupils race to step on that phonics card.The first pupil to step on it is the winner. Continue the activity until all phonics cards have been removed. Throw the Beanbag Lay out the phonics cards face up on the floor. Choose a pupil and ask him/her to throw the beanbag on one of the phonics cards and name the item pictured. Repeat the procedure with other pupils. Thumbs Up or Down Ask the pupils to close their books. Hold up the phonics cards one at a time, and ask them to verify the word you say by putting their thumbs up or down. Encourage the pupils to give the correct answer. e.g. Teacher: (holding up the apple phonics card) Ant. Class: (putting their thumbs down). Teacher: Good! What it is? Class: Apple! etc Yell It Out Ask the pupils to get into pairs. Have a pair come to the front of the classroom and face each other with their hands behind their backs. Stick a phonics card onto each pupil’s back.Tell the pupils that they have to look at the other pupil’s phonics card and be the first to yell out the word. Repeat the activity with the remaining pairs. You’re Out Hang the phonics cards in the four corners of the room (one phonics card per corner). Choose a pupil to stand in the middle of the classroom with his/her eyes closed and count to ten while the other pupils scramble to one of the four corners. At the count of ten, the pupil in the middle shouts ‘STOP’ and picks one corner by naming its corresponding phonics card. The pupils in that corner are ‘out’ and must sit down. Continue the game until everyone has had a turn picking a phonics card. What is it? Hold up the phonics cards, one at a time, partly hidden by a sheet of paper. Slowly reveal the phonics card.The pupils try to guess what the phonics card is. Where’s the Letter? The pupils work on their own or in pairs/groups. Hand out photocopies of pages from some story books. The pupils search for and circle the letter, e.g. Nn on these pages. You can set a time limit and the winner is the pupil/pair/group that has circled the most Nns.This game can help the pupils understand the link between the letter sounds and words in books. Which One is Missing? Scatter the phonics cards face up on the table. Give the pupils a minute to look at them, then have them close their eyes and take away one phonics card.Tell the pupils to open their eyes and name the phonics card that is missing. Wordscraper Write a word vertically on the board. Invite a pupil to come to the board and add on another word from the lesson, either vertically or horizontally. Continue until all the words from the lesson are written on the board. If you wish, you can ask the pupils to add words from previous lessons as well. e.g. B E A R B E E D etcVIII

Unit 1 Lesson 1 Tapescript Aims /œ/, ant, to learn the letter Aa /eI/ and its sound /œ/, /œ/, /œ/, ant! /œ/; to learn three Aa words Ant, /œ/, /œ/, /œ/! Vocabulary /œ/, apple, • ant, apple, alligator /œ/, /œ/, /œ/, apple! Apple, /œ/, /œ/, /œ/! Sight Words • a, an /œ/, alligator, /œ/, /œ/, /œ/, alligator! Extra materials Alligator, /œ/, /œ/, /œ/! • i-Learn My Phonics cards (1-3); • photocopies of pages from Extension (Optional) story books 1 Divide the pupils in three groupsBEGINNING THE LESSON (ant, apple, alligator). Each group says the appropriateGreet the pupils. Say: Hello, I’m (Mrs chant while the rest of the classRich).Invite them to respond by saying claps. Ask the groups to showhello. their corresponding picture cards while they chant.1 Listen, point and repeat. 2 Divide the pupils in three groups Colour. (Track 02) (ant, apple, alligator). Play the chant again. Each group mimesPupils’books closed. Show the pupils the corresponding actions.the ant phonics card. Point to it and Aa on these pages. You can set a Tapescript Ask the pupils to colour the apple, Ask the pupils to take out their own ENDING THE LESSONsay: /œ/. The pupils repeat after you. time limit and the winner is the pupil/ using any colour they like. Go ant, apple, alligator picture cardsThen say: /œ/ – ant.The pupils repeat pair/group that has circled the most /œ/ – ant around the classroom, asking pupils and place them on their desks. Play My Sound Book Aas. This game can help the pupils /œ/ – apple to name the item they are colouring. the CD again. The pupils listen and Ask the pupils to take out their soundafter you. Put the phonics card up on understand the link between the /œ/ – alligator e.g. Teacher: (pointing to the hold up the corresponding picture books (see the Introduction on howthe board.Wiggle your fingers above letter sounds and words in books. cards. to make a sound book). Use a letterthe elbow as if ants are crawling on This is the letter /eI/. The letter /eI/ apple) What’s this? stamp or photocopy the letter Aa Pupils’ books open. Point to and makes the /œ/ sound. Pupil 1: An apple. etc Time permitting, repeat the chant from the photocopiable section andyou and say: /œ/,ant! Encourage the elicit the sound of the letter and the without the CD this time. Keep the stamp/glue it on a clean page. words. Play the CD. The pupils listen, 2 Listen and point. Colour. 3 Chant and show! (Track 04) rhythm by clapping your hands or Explain to the pupils that they willpupils to do the same. Say the letter. point to and repeat the words. The snapping your fingers. Pause before take the sound book home and theirThe pupils perform the action and pupils then colour in the letters. (Track 03) Put up the ant, apple and alligator the words (ant, apple, alligator) and ‘homework’ is to practise saying thesay the letter and the word if they Explain to them that they can use phonics cards on the board. Point to encourage the pupils to name the sound with their parents.can. Follow the same procedure with any colour they like. During this Point to the ant and say: An ant! The items for you.the words apple (mime eating one) process, go around the classroom pupils repeat after you. Follow the the ant and say: /œ/, ant! The pupilsand alligator (use your hands to and elicit the letter and the words same procedure for the apple and e.g. Teacher: /œ/make the opening of an alligator’s from individual pupils. the alligator. Play the CD. The pupils repeat after you. Follow the samemouth). listen and point to the ant, apple procedure and present the rest of Pupils: ant and alligator. the verses and the words apple andWrite the letter Aa on the board next alligator. Play the CD.The pupils listen, Teacher: /œ/, /œ/, /œ/to the phonics cards. Point to it and Say: an apple. Ask the pupils to point follow in their books and chant. to the corresponding item in the Pupils: ant! etcsay: This is the letter /eI/. The letter picture. Repeat with the rest of the/eI/ makes the /œ/ sound.The pupils items in random order.repeat both sounds.Game (Optional)Where’s the Letter?The pupils work on their own or inpairs/groups. Hand out photocopiesof pages from some story books.Thepupils search for and circle the letter2 3

Unit 1 Lesson 2 perform the action and say the letter and the word if they can. Play the CD. Aims The pupils listen, point to and repeat to practise the sound of the letter Aa the word. and the corresponding words; to learn and practise reading skills; to Point to the pictures and have pupils sing a song name them. Allow the pupils some time to colour in the pictures of the Vocabulary • ant, apple, alligator words that start with the /œ/ sound. Sight Words Go around the classroom providing • an, for, and any necessary help. Extra materials CRAFTWORK (Optional) • i-Learn My Phonics cards (1-3) Provide the pupils with some cardBEGINNING THE LESSON stock paper.Alternatively, ask them to bring some from the previous lesson.Ask the pupils to open their sound Ask the pupils to choose one of thebooks, name the letter and say the words.Have them draw the letter A onsound of the letter. the paper. Tell them to decorate the letter so that it represents the wordPut up the phonics cards on the they have chosen. When they finish,board. Name the items, one at a time. they present their letters to the class.The pupils mime the corresponding Display their work in the classroom.actions and say the sound of the letter.e.g. Teacher: (pointing to the ant) ENDING THE LESSON ant Class: (wiggling their fingers above the elbows as if ants are crawling on them) /œ/ etc4 Listen. Read along. pupils repeat after you.Time permitting, ENDING THE LESSON Lesson 3 previous lesson.The pupils listen and Hunt have some pupils read them aloud. sing along. Hide the phonics cards around the (Track 05) Which One is Missing? Aims classroom. Divide the class into two 5 Song (Track 06) Scatter the phonics cards face up on to practise the letter Aa /eI/ and its 6 Colour the apples that teams,A and B.Write the following onAsk: Can you see the /œ/ – ant? Point the table. Give the pupils a minute to sound /œ/ and the corresponding the board for each team: (to the tune of‘Pop Goes the Weasel’) look at them, then have them close words; to learn an extra A word have Aa in them.to it. Encourage the pupils to point to their eyes and take away one phonics A Bthe picture of the ant. Repeat with Put up the ant, apple and alligator card.Tell the pupils to open their eyes Vocabulary Have the pupils colour the applesapple and alligator. phonics cards on the board. Point to and name the phonics card that is • ant, apple, alligator, acrobat that have Aa in them. Explain that ant apple the ant and say: A for ant! The pupils missing. they can use any colour they like. acrobat alligatorPlay the CD. Have the pupils listen to repeat after you. Follow the same Extra materialsthe story once. Play the CD again. procedure and present the rest of • i-Learn My Phonics cards (1-4); 7 Listen, point and repeat. Play the song (Track 06) from theThe pupils listen and point to the the song. Play the CD. The pupils • card stock paper previous lesson. In teams, the pupilspictures of the key words when they listen and sing along. Colour the pictures of the have to ‘hunt’ for the phonics cardshear them in the story. BEGINNING THE LESSON words that start with the a depicting the words in their column. Ask the pupils to take out their own sound. Say the a words. As they find them, they cross out theRead the story.The pupils follow in their ant,apple,alligator picture cards and Ask the pupils to open their notebooks. (Track 07) word on the board. The first team tobooks. Then they work in pairs. One place them on their desks. Play the Explain the game. In two minutes, the find all its words before the end ofreads while the other one checks and CD again. The pupils listen and hold pupils write as many Aas as they can. Show the pupils the acrobat phonics the song is the winner.then they swap roles. Go around the up the corresponding picture cards. The winner is the pupil who has writtenclassroom providing any necessary the most. card.Point to it and say: /œ/ – acrobat. Lesson 4 — Activity Bookhelp. (See p. 72 for the Tapescript.) (see page 73) Play the song (Track 06) from the The pupils repeat after you. MimePoint to and say the sight words. The trying to keep your balance and say: /œ/,acrobat! Encourage the pupils to do the same. Say the letter.The pupils4 5

Unit 2 Lesson 1 Tapescript Aims /b/, ball, to learn the letter Bb /bi…/ and its /b/, /b/, /b/, ball! sound /b/; to learn three Bb words Ball, /b/, /b/, /b/! Vocabulary /b/, bed, • ball, bed, bee /b/, /b/, /b/, bed! Bed, /b/, /b/, /b/! Sight Words • look, a /b/, bee, /b/, /b/, /b/, bee! Extra materials Bee, /b/, /b/, /b/! • i-Learn My Phonics cards (5-7); Extension (Optional) • photocopies of pages from story books 1 Divide the pupils in three groups (ball, bed, bee). Each groupBEGINNING THE LESSON says the appropriate chant while the rest of the class claps.Say: /œ/. Ask individual pupils to say Ask the groups to show theira word beginning with the /œ/ sound corresponding picture cards while they chant.from the previous unit. 2 Divide the pupils in three groups1 Listen, point and repeat. (ball, bed, bee). Play the chant again. Each group mimes the Colour. (Track 08) corresponding actions.Pupils’ books closed. Show the pupils pair/group that has circled the most Tapescript Ask the pupils to look at the missing ball, bed, bee picture cards and ENDING THE LESSONthe ball phonics card. Point to it and Bbs. This game can help the pupils puzzle pieces and match them to the place them on their desks. Play the understand the link between the /b/ – ball pictures. Go around the classroom, CD again.The pupils listen and hold My Sound Booksay: /b/. The pupils repeat after you. letter sounds and words in books. /b/ – bed asking pupils to name the item they up the corresponding picture cards. Ask the pupils to take out their soundThen say: /b/ – ball.The pupils repeat /b/ – bee are matching. books (see the Introduction on how Pupils’ books open. Point to and e.g. Teacher: (pointing to the first Time permitting, repeat the chant to make a sound book). Use a letterafter you. Put the phonics card up on elicit the sound of the letter and the This is the letter /bi…/.The letter /bi…/ without the CD this time. Keep the stamp or photocopy the letter Bbthe board. Imitate bouncing a ball words. Play the CD. The pupils listen, makes the /b/ sound. puzzle piece) Look! rhythm by clapping your hands or from the photocopiable section and point to and repeat the words. The Pupil 1: A bed! etc snapping your fingers. Pause before stamp/glue it on a clean page.and say: /b/, ball! Encourage the pupils then colour in the letters. 2 Listen and point. Match. the words (ball, bed, bee) and Explain to the pupils that they will Explain to them that they can use 3 Chant and show! (Track 10) encourage the pupils to name the take the sound book home and theirpupils to do the same. Say the letter. any colour they like. During this (Track 09) items for you. ‘homework’ is to practise saying theThe pupils perform the action and process, go around the classroom Put up the ball,bed and bee phonics sound with their parents.say the letter and the word if they and elicit the letter and the words Point to the ball and say: Look! A cards on the board. Point to the ball e.g. Teacher: /b/can. Follow the same procedure with from individual pupils. ball! The pupils repeat after you.the words bed (mime sleeping) and Follow the same procedure for the and say: /b/, ball! The pupils repeat Pupils: ballbee (use your arms to imitate bee bed and the bee. Play the CD. Thewings while buzzing). pupils listen and point to the ball, after you. Follow the same procedure Teacher: /b/, /b/, /b/ bed and bee. and present the rest of the verses andWrite the letter Bb on the board next the words bed and bee. Play the CD. Pupils: ball! etcto the phonics cards. Point to it and Say: a ball. Ask the pupils to point to The pupils listen, follow in their books the corresponding item in the picture. and chant.say: This is the letter /bi…/. The letter Repeat with the rest of the items in/bi…/ makes the /b/ sound.The pupils random order. Ask the pupils to take out their ownrepeat both sounds.Game (Optional)Where’s the Letter?The pupils work on their own or inpairs/groups. Hand out photocopiesof pages from some story books.Thepupils search for and circle the letterBb on these pages. You can set atime limit and the winner is the pupil/6 7

Lesson 2 the same. Say the letter. The pupils perform the action and say the letter Aims and the word if they can. Play the to practise the sound of the letter Bb CD. The pupils listen, point to and and the corresponding words; to repeat the word. learn and practise reading skills; to sing a song Point to the pictures and have pupils name them. Allow the pupils some Vocabulary time to colour in the pictures of the • ball, bed, bee words that start with the /b/ sound. Sight Words • look, at, the, with, on Go around the classroom providing any necessary help. Extra materials • i-Learn My Phonics cards (5-7) CRAFTWORK (Optional)BEGINNING THE LESSON Provide the pupils with some card stock paper.Alternatively, ask them toAsk the pupils to open their sound bring some from the previous lesson.books, name the letter and say the Ask the pupils to choose one of thesound of the letter. words.Have them draw the letter B on the paper. Tell them to decorate thePut up the phonics cards on the letter so that it represents the wordboard.Name the items,one at a time. they have chosen. When they finish,The pupils mime the corresponding they present their letters to the class.actions and say the sound of the Display their work in the classroom.letter.e.g. Teacher: (pointing to the ball) ball Class: (imitating bouncing a ball) /b/ etc4 Listen. Read along. Point to and say the sight words. The ENDING THE LESSON Lesson 3 Play the song (Track 12) from the ENDING THE LESSON pupils repeat after you.Time permitting, previous lesson.The pupils listen and (Track 11) have some pupils read them aloud. Hot Cards Aims sing along. Mime various actions associated Have the pupils sit in a circle. Give to practise the letter Bb /bi…/ and its with the words from the lesson whileAsk: Can you see the /b/ – ball? Point 5 Song (Track 12) the phonics cards to three pupils. sound /b/ and the corresponding 6 Circle the pictures of the eliciting the words, e.g. ball (mime Play the song. While the song is words; to learn an extra B word bouncing a ball), bed (mimeto it. Encourage the pupils to point to (to the tune of ‘The Wheels on the playing, the pupils pass the phonics words that start with the sleeping) and bee (use your arms tothe picture of the ball. Repeat with Bus’) cards around. When the song stops, Vocabulary b sound. imitate bee wings while buzzing).bed and bee. the pupils holding the phonics cards • ball, bed, bee, bear Then say a word and ask the pupils Put up the ball, bed and bee phonics must name them. Elicit the pictures. The pupils circle to mime the corresponding action.Play the CD. Have the pupils listen to cards on the board. Point to the bee Extra materialsthe story once. Play the CD again. and say: The bee on the bed goes • i-Learn My Phonics cards (5-8); the pictures that start with the /b/ Lesson 4 — Activity BookThe pupils listen and point to the buzz,buzz,buzz! The pupils repeat after • card stock paperpictures of the key words when they you. Follow the same procedure and sound. (see page 73)hear them in the story. present the rest of the song. Play the BEGINNING THE LESSON CD.The pupils listen and sing along. 7 Listen, point and repeat.Read the story. The pupils follow in Ask a pupil to come to the board.their books. Then they work in pairs. Ask the pupils to take out their own Show him/her a phonics card from Colour the pictures of theOne reads while the other one ball, bed, bee picture cards and the previous lesson without allowing words that start with the bchecks and then they swap roles. place them on their desks. Play the the other pupils to see it. The pupil sound. Say the b words.Go around the classroom providing CD again.The pupils listen and hold silently mimes an action related to (Track 13)any necessary help. up the corresponding picture cards. the phonics card for the other pupils to guess the word.Repeat the activity Show the pupils the bear phonics (See p. 72 for the Tapescript.) with other pupils. card. Point to it and say: /b/ – bear. The pupils repeat after you. Mime growling like a bear and say: /b/, bear! Encourage the pupils to do8 9

Unit 3 Lesson 1 Tapescript Aims /k/, cat, to learn the letter Cc /si…/ and its /k/, /k/, /k/, cat! sound /k/; to learn three Cc words Cat, /k/, /k/, /k/! Vocabulary /k/, carrot, • cat, carrot, clock /k/, /k/, /k/, carrot! Carrot, /k/, /k/, /k/! Sight Words • I, am, a /k/, clock, /k/, /k/, /k/, clock! Extra materials Clock, /k/, /k/, /k/! • i-Learn My Phonics cards (9-11); • photocopies of pages from Extension (Optional) story books 1 Divide the pupils in three groupsBEGINNING THE LESSON (cat, carrot, clock). Each group says the appropriate chantWrite the words from the previous unit while the rest of the class claps.on the board (ball, bed, bee, bear). Ask the groups to show theirAsk a pupil to come to the board. corresponding picture cardsPoint to the first word and ask the while they chant.pupil to say it.Ask the rest of the classfor verification. Repeat the activity 2 Divide the pupils in three groupswith other pupils. (cat, carrot, clock). Play the chant again. Each group mimes1 Listen, point and repeat. the corresponding actions. Colour. (Track 14) Game (Optional) Tapescript Ask the pupils to look at the pairs of Ask the pupils to take out their own ENDING THE LESSON pictures on the side and choose the cat, carrot and clock picture cardsPupils’books closed.Show the pupils Where’s the Letter? /k/ – cat correct one for each corresponding and place them on their desks. Play My Sound Bookthe cat phonics card. Point to it and The pupils work on their own or in /k/ – carrot item. Go around the classroom, the CD again. The pupils listen and Ask the pupils to take out their sound pairs/groups. Hand out photocopies /k/ – clock asking pupils to name the item they hold up the corresponding picture books (see the Introduction on howsay: /k/. The pupils repeat after you. of pages from some story books.The are matching. cards. to make a sound book). Use a letterThen say: /k/ – cat.The pupils repeat pupils search for and circle the letter This is the letter /si…/.The letter /si…/ e.g. Teacher: (pointing to the cat) stamp or photocopy the letter Cc Cc on these pages. You can set a makes the /k/ sound. Time permitting, repeat the chant from the photocopiable section andafter you. Put the phonics card up on time limit and the winner is the I am … without the CD this time. Keep the stamp/glue it on a clean page.the board.Imitate meowing like a cat, pupil/pair/group that has circled the 2 Listen and point. Choose. Pupil 1: a cat! etc rhythm by clapping your hands or Explain to the pupils that they willmaking ‘claws’ with your hands and most Ccs. This game can help the snapping your fingers. Pause before take the sound book home and their pupils understand the link between (Track 15) 3 Chant and show! (Track 16) the words (cat, carrot, clock) and ‘homework’ is to practise saying thesay: /k/, cat! Encourage the pupils to the letter sounds and words in books. encourage the pupils to name the sound with their parents. Point to the cat and say: I am a cat! Put up the cat, carrot and clock items for you.do the same. Say the letter.The pupils Pupils’books open.Point to and elicit The pupils repeat after you. Follow phonics cards on the board. Point toperform the action and say the letter the sound of the letter and the words. the same procedure for the carrot e.g. Teacher: /k/and the word if they can. Follow the Play the CD.The pupils listen, point to and the clock. Play the CD. The the cat and say: /k/, cat! The pupilssame procedure with the words and repeat the words.The pupils then pupils listen and point to the cat, Pupils: catcarrot (mime eating one) and clock colour in the letters. Explain to them carrot and clock. repeat after you. Follow the same(use your arms to imitate moving that they can use any colour they like. procedure and present the rest of Teacher: /k/, /k/, /k/hands of a clock while making a tick During this process, go around the Say: I am a cat. Ask the pupils to the verses and the words carrot andtock sound). classroom and elicit the letter and point to the corresponding item in clock. Play the CD. The pupils listen, Pupils: cat! etc the words from individual pupils. the picture. Repeat with the rest of follow in their books and chant.Write the letter Cc on the board next the items in random order.to the phonics cards. Point to it andsay: This is the letter /si…/. The letter/si…/ makes the /k/ sound. The pupilsrepeat both sounds.10 11

Unit 3 Lesson 2 repeat after you. Mime driving and sounding like a car (e.g.Vroom!) and Aims to practise the sound of the letter Cc say: /k/, car! Encourage the pupils to and the corresponding words; to learn and practise reading skills; to do the same. Say the letter.The pupils sing a song perform the action and say the letter and the word if they can. Play the CD. Vocabulary The pupils listen, point to and repeat • cat, carrot, clock the word. Sight Words Point to the pictures and have pupils • a, with, I, am, on name them. Allow the pupils some time to colour in the pictures of the Extra materials • i-Learn My Phonics cards (9-11) words that start with the /k/ sound.BEGINNING THE LESSON Go around the classroom providing any necessary help.Ask the pupils to open their soundbooks, name the letter and say the CRAFTWORK (Optional)sound of the letter. Provide the pupils with some cardPut up the phonics cards on the stock paper.Alternatively, ask them toboard. Name the items, one at a time. bring some from the previous lesson.The pupils mime the corresponding Ask the pupils to choose one of theactions and say the sound of the letter. words.Have them draw the letter C one.g. Teacher: (pointing to the cat) the paper. Tell them to decorate the letter so that it represents the word cat they have chosen. When they finish, Class: (imitating meowing) they present their letters to the class. Display their work in the classroom. /k/ etc4 Listen. Read along. 5 Song (Track 18) ENDING THE LESSON Lesson 3 says the word aloud. Repeat the ENDING THE LESSON activity with other pupils. (Track 17) (to the tune of‘Hickory Dickory Dock’) Ask the pupils to form pairs.One pupil Aims Sound and Word mimes an action corresponding to to practise the letter Cc /si…/ and its Play the song (Track 18) from the Divide the class into two teams,A andAsk: Can you see the /k/ – cat? Point Put up the cat, carrot and clock one of the words from the lesson and sound /k/ and the corresponding previous lesson.The pupils listen and B. Put one of the phonics cards on phonics cards on the board. Point to the other one says the word. Then words; to learn an extra C word sing along. the board.Ask a pupil from Team A toto it. Encourage the pupils to point to the clock and say: Tickety, tickety, they swap roles. identify the sound (one point), thethe picture of the cat. Repeat with tock! The pupils repeat after you. Vocabulary 6 Match. picture (one point) or both (twocarrot and clock. Follow the same procedure and • cat, carrot, clock, car points). Continue with a pupil from present the rest of the song. Play the Elicit the letters and the pictures.The Team B. Write the points for eachPlay the CD. Have the pupils listen to CD.The pupils listen and sing along. Extra materials pupils match the upper case letters team on the board.The team with thethe story once. Play the CD again. • i-Learn My Phonics cards (9-11); to their corresponding picture and most points wins the game.The pupils listen and point to the Ask the pupils to take out their own • card stock paper lower case letters. Check around thepictures of the key words when they cat, carrot and clock picture cards classroom. Lesson 4 — Activity Bookhear them in the story. and place them on their desks. Play BEGINNING THE LESSON the CD again. The pupils listen and 7 Listen, point and repeat. (see page 73)Read the story. The pupils follow in hold up the corresponding picture Ask three pupils to come to the board.their books. Then they work in pairs. cards. Give each pupil one of the phonics Colour the pictures of theOne reads while the other one cards from the previous lesson. Say: words that start with the cchecks and then they swap roles. (See p. 72 for the Tapescript.) clock, cat, carrot.The pupils line up at sound. Say the c words.Go around the classroom providing the front of the class in the order you (Track 19)any necessary help. called.Each pupil then holds up their corresponding phonics card and Show the pupils the car phonics card.Point to and say the sight words. Thepupils repeat after you.Time permitting, Point to it and say: /k/ – car.The pupilshave some pupils read them aloud.12 13

Unit 4 Tapescript Lesson 1 /d/, dog, /d/, /d/, /d/, dog! Aims Dog, /d/, /d/, /d/! to learn the letter Dd /di…/ and its sound /d/; to learn three Dd words /d/, drum, /d/, /d/, /d/, drum! Vocabulary Drum, /d/, /d/, /d/! • dog, drum, dragon /d/, dragon, Sight Words /d/, /d/, /d/, dragon! • it, is, a Dragon, /d/, /d/, /d/! Extra materials Extension (Optional) • i-Learn My Phonics cards (13-15); • photocopies of pages from story 1 Divide the pupils in three groups books (dog, drum, dragon). Each group says the appropriateBEGINNING THE LESSON chant while the rest of the class claps. Ask the groups to showWrite the letters taught so far on the their corresponding pictureboard (a, b, c). Ask three pupils to cards while they chant.come to the front of the classroom.One pupil faces the board while the 2 Divide the pupils in three groupsother two are behind him/her in (dog, drum, dragon). Play thesingle file.The pupil at the end of the chant again. Each group mimesline draws one of the letters with their the corresponding actions.finger on the back of the pupil infront of him/her. The letter is passed /di…/ makes the /d/ sound.The pupils any colour they like. During this Say: It is a dog. Ask the pupils to Ask the pupils to take out their own ENDING THE LESSONon in this way until it reaches the process, go around the classroom point to the corresponding item in dog, drum and dragon picture cardspupil facing the board, who then repeat both sounds. and elicit the letter and the words the picture. Repeat with the rest of and place them on their desks. Play My Sound Bookwrites the letter on the board. Repeat from individual pupils. the items in random order. the CD again. The pupils listen and Ask the pupils to take out their soundthe activity with other pupils. Game (Optional) hold up the corresponding picture books (see the Introduction on how Tapescript Ask the pupils to colour the drum, cards. to make a sound book). Use a letter1 Listen, point and repeat. Where’s the Letter? using any colour they like. Go around stamp or photocopy the letter Dd The pupils work on their own or in /d/ – dog the classroom, asking pupils to name Time permitting, repeat the chant from the photocopiable section and Colour. (Track 20) pairs/groups. Hand out photocopies /d/ – drum the items they are colouring. without the CD this time. Keep the stamp/glue it on a clean page. of pages from some story books.The /d/ – dragon e.g. Teacher: (pointing to the drum) rhythm by clapping your hands or Explain to the pupils that they willPupils’books closed.Show the pupils pupils search for and circle the letter snapping your fingers. Pause before take the sound book home and theirthe dog phonics card. Point to it and Dd on these pages. You can set a This is the letter /di…/.The letter /di…/ It is … the words (dog, drum, dragon) and ‘homework’ is to practise saying the time limit and the winner is the pupil/ makes the /d/ sound. Pupil 1: a drum! etc encourage the pupils to name the sound with their parents.say: /d/. The pupils repeat after you. pair/group that has circled the most items for you.Then say: /d/ – dog.The pupils repeat Dds. This game can help the pupils 2 Listen and point. Colour. 3 Chant and show! (Track 22) understand the link between the e.g. Teacher: /d/after you. Put the phonics card up on letter sounds and words in books. (Track 21) Put up the dog, drum and dragonthe board. Imitate barking like a dog phonics cards on the board. Point to Pupils: dog Pupils’ books open. Point to and Point to the dog and say: It is a dog!and say: /d/, dog! Encourage the elicit the sound of the letter and the The pupils repeat after you. Follow the dog and say: /d/, dog! The pupils Teacher: /d/, /d/, /d/ words. Play the CD. The pupils listen, the same procedure for the drumpupils to do the same. Say the letter. point to and repeat the words. The and the dragon. Play the CD. The repeat after you. Follow the same Pupils: dog! etcThe pupils perform the action and pupils then colour in the letters. pupils listen and point to the dog, procedure and present the rest of thesay the letter and the word if they Explain to them that they can use drum and dragon. verses and the words drum andcan. Follow the same procedure with dragon. Play the CD.The pupils listen,the words drum (mime playing one) follow in their books and chant.and dragon (use your hands toimitate fire coming out of your mouthwhile roaring).Write the letter Dd on the board nextto the phonics cards. Point to it andsay: This is the letter /di…/. The letter14 15

Unit 4 Lesson 2 Show the pupils the doll phonics Aims card. Point to it and say: /d/ – doll. to practise the sound of the letter Dd and the corresponding words; to learn The pupils repeat after you. Mime and practise reading skills; to sing a song holding a small doll and say: /d/, Vocabulary doll! Encourage the pupils to do the • dog, drum, dragon same. Say the letter. The pupils perform the action and say the letter Sight Words and the word if they can. Play the • it, is, a, with, on CD. The pupils listen, point to and repeat the word. Extra materials • i-Learn My Phonics cards (13-15) Point to the pictures and have pupils name them. Allow the pupils someBEGINNING THE LESSON time to colour in the pictures of theAsk the pupils to open their sound words that start with the /d/ sound.books, name the letter and say thesound of the letter. Go around the classroom providing any necessary help.Put up the phonics cards on theboard. Name the items, one at a time. CRAFTWORK (Optional)The pupils mime the correspondingactions and say the sound of the letter. Provide the pupils with some carde.g. Teacher: (pointing to the dog) stock paper.Alternatively, ask them to bring some from the previous lesson. dog Ask the pupils to choose one of the Class: (imitating barking) words.Have them draw the letter D on the paper. Tell them to decorate the /d/ etc letter so that it represents the word they have chosen. When they finish, they present their letters to the class. Display their work in the classroom.4 Listen. Read along. 5 Song (Track 24) ENDING THE LESSON Lesson 3 next to the corresponding phonics ENDING THE LESSON card. Repeat with other pupils. (Track 23) (to the tune of ‘Aiken Drum’) Correct the Teacher Aims What is it? Hold up the phonics cards, one at a to practise the letter Dd /di…/ Play the song (Track 24) from the Hold up the phonics cards, one at aAsk: Can you see the /d/ – dog? Put up the dog, drum and dragon time and ask individual pupils to and its sound /d/ and the previous lesson.The pupils listen and time, partly hidden by a sheet of phonics cards on the board. Point to correct your statements. corresponding words; to learn an sing along. paper. Slowly reveal the phonicsPoint to it. Encourage the pupils to the dragon and say: It is a dragon e.g. Teacher: (holding the dog extra D word card. The pupils try to guess whatpoint to the picture of the dog. with a drum, Boom, boom, boom! 6 Circle the pictures of the the phonics card is.Repeat with drum and dragon. The pupils repeat after you. Follow phonics card) It is a Vocabulary the same procedure and present cat! • dog, drum, dragon, doll words that begin with the Lesson 4 — Activity BookPlay the CD. Have the pupils listen to the rest of the song. Play the CD.The Pupil 1: No! It is a dog! etc same sound.the story once. Play the CD again. pupils listen and sing along. Extra materials (see page 74)The pupils listen and point to the • i-Learn My Phonics cards (13-16); Elicit the pictures. The pupils circlepictures of the key words when they Ask the pupils to take out their own • card stock paper the pictures of the words that beginhear them in the story. dog, drum and dragon picture with the same sound. Check around cards and place them on their BEGINNING THE LESSON the classroom.Read the story. The pupils follow in desks. Play the CD again.The pupilstheir books. Then they work in pairs. listen and hold up the Put the dog, drum and dragon 7 Listen, point and repeat.One reads while the other one corresponding picture cards. phonics cards on the board.Write thechecks and then they swap roles. words for each on separate pieces of Colour the pictures of theGo around the classroom providing (See p. 72 for the Tapescript.) paper. Hand out the pieces of paper words that start with the dany necessary help. to three pupils and ask them to stand sound. Say the d words. (Track 25)Point to and say the sight words. Thepupils repeat after you.Time permitting,have some pupils read them aloud.16 17

Story Time Optional Story Time ActivitiesAims 1 Ask pupils to change parts or allto consolidate the sound of theletters Aa, Bb, Cc and Dd and the of the story and present it to thecorresponding words; to learn andpractise reading skills class.Vocabulary e.g. Look at the ! It is on • consolidation the .Extra materials • i-Learn My Phonics cards (1-16) 2 Photocopy the story and the speech bubbles from theBEGINNING THE LESSON photocopiable section, one set per pair.Make sure they are not inSound and Word the right order. The pupils: 1) putDivide the class into two teams, A the frames of the story in the rightand B. Put one of the phonics cards order before they listen to checkon the board. Ask a pupil from Team and/or 2) match the frames toA to identify the sound (one point), the speech bubbles and listen tothe picture (one point) or both (two check their answers.points). Continue with a pupil fromTeam B. Write the points for each on 3 Pupils choose their favouritethe board. The team with the most animal or object from the storypoints wins the game. and they draw it.1 Listen.Read along.(Track 26) e.g. Teacher: (pointing to the dog Extension (Optional) 2 Which animals are in the ENDING THE LESSON in picture 1) Look!Tell the pupils that it’s story time. Ask What’s this? Ask the pupils to read the story story? Colour. Act out: Read the sentences in thethem if they like reading stories and again. Then ask them to look at the story. Invite the pupils to mime the keywhat their favourite storybook is, who Class: (It’s a) dog! pictures for a few minutes and close Point to and elicit the animals. Ask words from the story (the dog,the bed,their favourite storybook character is, Teacher: (pointing to the bed their books. Say a few sentences the pupils to say which animals the ant,the cat,the clock,the dragon,etc. Write the following words on the (some correct and some incorrect) appear in the story. The pupils then the drum). If you wish, have the pupilsboard or prepare some slips of in picture 1) Yes! The and ask the pupils to say yes or no. colour those animals. Explain to come to the front of the classroompaper with the words on them. You dog is on the … e.g. Teacher: The dog is on the them that they can use any colour and act out the story.Encourage themcan laminate them for future use. Class: bed! etc they like. to have fun as they perform (e.g.make bed. noises or funny faces as they mime, ant bed dog cat Play the CD and ask the pupils to Pupil 1: Yes! etc). Time permitting, you can assign listen and follow the story in their Teacher: The dragon is on the the role of the ‘narrator’ to a pupil/ clock dragon drum books, pointing to the pictures of the pupils. key words. clock.Ask pupils to read out the words. Pupil 2: No! etcInvite guesses, in L1 if necessary, Play the CD again pausing for theabout what they think the story is pupils to repeat, chorally and/orabout. Do not dismiss any ideas. individually. Finally, ask individual pupils to read the story aloud.Ask the pupils to look at the book.Set the scene by asking the pupilsquestions about what they can seein the pictures.18 19

Review 1 Optional Review Activities (Aa, Bb, Cc, Dd) 1 Bingo: Write the words the pupils have learnt in the units on theBEGINNING THE LESSON board. Ask the pupils to choose any five and copy them in theirThe Reading Tree notebooks. Make sure theyMake a simple outline of a tree trunk haven’t all chosen the same fiveand branches like the one below: words. Call out one word after another as you point to it. AnyThe tree should be large enough to 1 Match and colour. Say the 2 Look and tick (✓). 3 Say the words. Draw lines Tapescript pupil who has the word canbe read clearly on the wall. It should cross it off. The winner is the firsthave 13 branches and each branch letter and the sound. Explain the activity.The pupils tick the to match. One pupil whose card is coveredshould represent a different letter. letters that correspond to the pictures. apple and who shouts BINGO!Prepare some simple cards with the Explain the activity.The pupils match Go around the classroom providing Explain the activity.The pupils say thewords the pupils have learnt so far the upper case letters to the lower any necessary help. words for each picture. Then they Two 2 How’s your memory?: Write the(Aa – Dd). If you wish, you can case ones. Then they say the letter match the pictures that begin with bee words the pupils have learnt inlaminate them so that you can use and the sound. Explain to them that the same letter.Finally they match the the units on the board. Start thethem again and again. they can use any colour they like. Go pictures to the corresponding letter. Three game by choosing one of the around the classroom providing any Go over the example and allow the clock words, e.g. apple. Say: Apple.Hand out the cards to various pupils. necessary help. pupils some time to complete the Then ask a pupil beside you toAsk the pupils to say the initial sound activity. Go around the classroom Four add to the list, e.g. Apple, cat.and/or the word before they come providing any necessary help. drum This continues around the classand stick it on the corresponding and the list gets longer andbranch. Ask the rest of the class for longer.verification.An optional extension tothis activity is to select pupils, one at 3 Get in line: Ask three pupils toa time, to remove the cards. The come to the front of thepupils say the sound and/or the classroom. Hand out threewords before they remove the cards. phonics cards of the words the pupils have learnt. Name the items. The pupils get in line. Ask the rest of the class for verification. Repeat with some more groups of pupils and different sets of phonics cards. 4 Listen and circle. (Track 27) Note: The pupils are now ready to do pages 10-11 in the Activity Book. Explain the activity. Elicit the pictures. The pupils listen and circle the correct Review 1 — Activity Book picture. Go around the classroom (see page 74) providing any necessary help.20 21

Unit 5 snapping your fingers. Pause before the words (egg, elf, elephant) and Lesson 1 encourage the pupils to name the items for you. Aims to learn the letter Ee /i…/ and its sound e.g. Teacher: /e/, /e/; to learn three Ee words Pupils: egg, Vocabulary • egg, elf, elephant Teacher: /e/, /e/, /e/ Sight Words Pupils: egg! etc • hello Tapescript Extra materials • i-Learn My Phonics cards (17-19); /e/, egg, • photocopies of pages from story /e/, /e/, /e/, egg! books Egg, /e/, /e/, /e/!BEGINNING THE LESSON /e/, elf, /e/, /e/, /e/, elf!Revise the words from Units 1-4. Make Elf, /e/, /e/, /e/!two columns on the board. Writeletters a, b, c and d in one column /e/, elephant,and all, pple, ragon and arrot in a /e/, /e/, /e/, elephant!second column. Ask the pupils to Elephant, /e/, /e/, /e/!match the letters in column one tothose in the column two and make Extension (Optional)four words. Have the pupils write thewords in their notebooks.Then choose 1 Divide the pupils in three groupsindividual pupils to come to the (egg, elf, elephant). Each groupboard, draw lines and say the words. says the appropriate chant while the rest of the class claps.1 Listen, point and repeat. to the phonics card. Point to it and repeat. The pupils then colour in the the same procedure for the elf and 3 Chant and show! (Track 30) Ask the groups to show their letters. Explain to them that they can the elephant. Play the CD.The pupils corresponding picture cards Colour. (Track 28) say: This is the letter Ee /i…/.The letter use any colour they like. Provide any listen and point to the egg, elf and Put up the egg, elf and elephant while they chant. Ee /i…/ makes the /e/ sound. The necessary help.During this process,go elephant. phonics cards on the board. Point toPupils’ books closed. Show the around the classroom and elicit the 2 Divide the pupils in three groupspupils the egg phonics card. Point to pupils repeat both sounds. letter and the words from individual Say: Hello, egg! Ask the pupils to the egg and say: /e/ – egg! The (egg, elf, elephant). Play the pupils. point to the corresponding item in chant again. Each group mimesit and say: /e/. The pupils repeat Game (Optional) the picture. Repeat with the rest of pupils repeat after you. Follow the the corresponding actions.after you. Then say: /e/ – egg. The Tapescript the items in random order. Then same procedure and present the Where’s the Letter? individual pupils read the words rest of the verses and the words, elf ENDING THE LESSONpupils repeat after you. Put the The pupils work on their own or in /e/ – egg while pointing to the corresponding and elephant. Play the CD. Thephonics card up on the board. pairs/groups. Hand out photocopies /e/ – elf picture. pupils listen, follow in their books and My Sound BookMime cracking open an egg and of pages from some story books.The /e/ – elephant chant. Ask the pupils to take out their sound pupils search for and circle the letter Ask the pupils to look at the missing books (see the Introduction on howsay: /e/, egg! Encourage the pupils Ee on these pages. You can set a This is the letter Ee /i…/.The letter puzzle pieces and match them to the Ask the pupils to take out their own to make a sound book). Use a letter time limit and the winner is the pupil/ Ee /i…/ makes the /e/ sound. pictures. Go around the classroom egg, elf and elephant picture cards stamp or photocopy the letter Eeto do the same. Say the letter. The pair/group that has circled the most asking pupils to name the items. and place them on their desks. Play from the photocopiable section andpupils perform the action and say Ees. This game can help the pupils 2 Listen and point. Match. e.g. Teacher: (pointing to the egg) the CD again. The pupils listen and stamp/glue it on a clean page.the letter and the word if they can. understand the link between the hold up the corresponding picture Explain to the pupils that they willFollow the same procedure with the letter sounds and words in books. (Track 29) Hello, … cards. take the sound book home and theirwords elf (squat on the floor and put Pupil 1: egg! etc ‘homework’ is to practise saying theyour index fingers on either side of Pupils’ books open. Point to and elicit Point to the egg and say: Hello, egg! Time permitting, repeat the chant sound with their parents.your head like little pointed ears) the sound of the letter and the words. The pupils repeat after you. Follow without the CD this time. Keep theand elephant (mime an elephant Play the CD. The pupils listen and rhythm by clapping your hands orby putting your arm in front of yourface and swinging it up and down).Write the letter Ee on the board next22 23

Unit 5 Lesson 2 Show the pupils the elbow phonics Aims card. Point to it and say: /e/ – elbow. to practise the sound of the letter Ee and the corresponding words; to learn The pupils repeat after you. Point to and practise reading skills; to sing a song your elbow and say: /e/ – elbow! Vocabulary Encourage the pupils to do the same. • egg, elf, elephant Say the letter. The pupils perform the action and say the letter and the word Sight Words if they can.Play the CD.The pupils listen, • an, hello point to and repeat the word. Extra materials Point to the pictures and have pupils • i-Learn My Phonics cards (17-19) name them. Allow the pupils some time to colour in the pictures of theBEGINNING THE LESSON words that start with the /e/ sound.Ask the pupils to open their soundbooks, name the letter and say the Go around the classroom providingsound of the letter. any necessary help.Put up the phonics cards on the CRAFTWORK (Optional)board.Name the items,one at a time.The pupils mime the corresponding Provide the pupils with some cardactions and say the sound of the stock paper.Alternatively, ask them toletter. bring some from the previous lesson.e.g. Teacher: (pointing to the egg) Ask the pupils to choose one of the words.Have them draw the letter E on egg the paper. Tell them to decorate the Class: (miming cracking letter so that it represents the word they have chosen. When they finish, open an egg) /e/ they present their letters to the class. Display their work in the classroom. etc Point to and say the sight words. The ENDING THE LESSON Lesson 3 Play the song (Track 32) from the4 Listen. Read along. pupils repeat after you.Time permitting, previous lesson. The pupils listen and have some pupils read them aloud. Form a Line Aims sing along. (Track 31) Put up the phonics cards on the to practise the letter Ee /i…/ and its 5 Song (Track 32) board. Write the respective words on sound /e/ and the corresponding 6 Listen and tick (✓).(Track 33)Ask: Can you see the /e/ – egg? separate pieces of paper. Hand out words; to learn an extra E word (to the tune‘Mary Had a Little Lamb’) the pieces of paper to the children Point to the letters and revise the ENDING THE LESSONPoint to it. Encourage the pupils to and ask them to line up in front of the Vocabulary sounds. Explain the activity. Play thepoint to the picture of the egg. Put up the egg, elf and elephant board in the same order as the • egg, elf, elephant, elbow CD. The pupils listen and tick the JumpRepeat with elf and elephant. phonics cards on the board. Point to phonics cards.Repeat the procedure correct letter sound. Revise the vocabulary of Units 1-5. Put the elf and say: The elf is with an with another group of pupils. Extra materials a line of masking tape on the floor andPlay the CD. Have the pupils listen to elephant. The pupils repeat after • i-Learn My Phonics cards (17-20) Tapescript designate one side True and the otherthe story once. Play the CD again. you. Follow the same procedure and • card stock paper False. Hold up a phonics card, e.g.The pupils listen and point to the present the rest of the song. Play the One Three Five egg and say: egg.The pupils jump onpictures of the key words when they CD.The pupils listen and sing along. BEGINNING THE LESSON the True side.Hold up another phonicshear them in the story. /e/ /k/ /e/ card, e.g. ant and say: drum. The Ask the pupils to take out their own Put up the egg, elf and elephant pupils jump on the False side. PupilsRead the story. The pupils follow in egg, elf and elephant picture cards phonics cards on the board. Write Two Four Six who end up on the wrong side sit outtheir books. Then the pupils work in and place them on their desks. Play the first and last letter of each word, until the next game.pairs. One reads while the other one the CD again. The pupils listen and e.g. e _ g below each phonics card. /d/ /œ/ /b/checks and then they swap roles. hold up the corresponding picture Ask the pupils to find the letters and Lesson 4 — Activity BookGo around the classroom providing cards. write the words in their notebooks. 7 Listen, point and repeat.any necessary help. Then ask individual pupils to come (see page 74) (See p. 72 for the Tapescript.) to the board, fill in the missing letters Colour the pictures of the and say the words. words that start with the e 25 sound. Say the e words. (Track 34)24

Unit 6 Lesson 1 TapescriptAims /f/, fox,to learn the letter Ff /ef/ and its sound /f/, /f/, /f/, fox!/f/; to learn three Ff words Fox, /f/, /f/, /f/!Vocabulary /f/, fish, • fox, fish, frog /f/, /f/, /f/, fish! Fish, /f/, /f/, /f/!Sight Words • my, funny /f/, frog, /f/, /f/, /f/, frog!Extra materials Frog, /f/, /f/, /f/! • i-Learn My Phonics cards (17-23); • photocopies of pages from story Extension (Optional) books 1 Divide the pupils in three groupsBEGINNING THE LESSON (fox,fish,frog).Each group says the appropriate chant while the rest ofRevise the words from the previous the class claps. Ask the groups tounit.Put up the egg,elf,elephant, and show their corresponding pictureelbow phonics cards on the board. cards while they chant.Write the letters of each word injumbled order around the phonics 2 Divide the pupils in three groupscards.Ask the pupils to write the words (fox, fish, frog). Play the chantin their notebooks. Ask individual again. Each group mimes thepupils to come to the board and write corresponding actions.the words. 1 Listen, point and repeat. Game (Optional) Tapescript while pointing to the corresponding Ask the pupils to take out their own ENDING THE LESSON picture. fox, fish and frog picture cards and Colour. (Track 35) Where’s the Letter? /f/ – fox place them on their desks. Play the My Sound Book The pupils work on their own or in /f/ – fish Ask the pupils to look at the pair of CD again.The pupils listen and hold Ask the pupils to take out their sound Pupils’ books closed. Show the pupils pairs/groups. Hand out photocopies /f/ – frog pictures on the side and choose the up the corresponding picture cards. books (see the Introduction on how the fox phonics card. Point to it and of pages from some story books.The correct one for each corresponding to make a sound book). Use a letter pupils search for and circle the letter This is the letter Ff /ef/. The letter animal. Go around the classroom Time permitting, repeat the chant stamp or photocopy the letter Ff say: /f/. The pupils repeat after you. Ff on these pages.You can set a time Ff /ef/ makes the /f/ sound. asking pupils to name the animals. without the CD this time. Keep the from the photocopiable section and Then say: /f/ – fox. The pupils repeat limit and the winner is the pupil/pair/ e.g. Teacher: (pointing to the fox) rhythm by clapping your hands or stamp/glue it on a clean page. group that has circled the most Ffs. 2 Listen and point. Choose. snapping your fingers. Pause before Explain to the pupils that they will after you. Put the phonics card up on This game can help the pupils My funny, … the words (fox, fish, frog) and take the sound book home and their the board. Mime a long pointy snout understand the link between the (Track 36) Pupil 1: fox! etc encourage the pupils to name the ‘homework’ is to practise saying the letter sounds and words in books. animals for you. sound with their parents. and a bushy tail and say: /f/, fox! Point to the fox and say: My funny, 3 Chant and show! (Track 37) Pupils’ books open. Point to and elicit fox! The pupils repeat after you. e.g. Teacher: /f/ Encourage the pupils to do the same. the sound of the letter and the words. Follow the same procedure for the Put up the fox, fish and frog phonics Say the letter. The pupils perform the Play the CD. The pupils listen and fish and the frog. Play the CD. The cards on the board. Point to the fox Pupils: fox action and say the letter and the repeat. The pupils then colour in the pupils listen and point to the fox, fish, word if they can. Follow the same letters. Explain to them that they can and frog. and say: /f/ – fox! The pupils repeat Teacher: /f/, /f/, /f/ procedure with the words fish use any colour they like. Provide any (pretend to catch a fish with a fishing necessary help.During this process,go Say: My funny, fox! Ask the pupils to after you. Follow the same procedure Pupils: fox! etc rod) and frog (say: croak, croak). around the classroom and elicit the point to the corresponding animal in and present the rest of the verses letter and the words from individual the picture. Repeat with the rest of and the words fish and frog. Play the Write the letter Ff on the board next pupils. the animals in random order. Then CD. The pupils listen, follow in their to the phonics cards. Point to it and individual pupils read the words books and chant. say: This is the letter Ff /ef/. The letter 27 Ff /ef/ makes the /f/ sound. The pupils repeat both sounds.26

Unit 6 Lesson 2 and say the letter and the word if they can. Play the CD. The pupils listen, Aims point to and repeat the word. to practise the sound of the letter Ff and the corresponding words; to learn Point to the pictures and have pupils and practise reading skills; to sing a name them. Allow the pupils some song time to colour in the pictures of the Vocabulary words that start with the /f/ sound. • fox, fish, frog Go around the classroom providing Sight Words any necessary help. • my, funny, and, are, with CRAFTWORK (Optional) Extra materials • i-Learn My Phonics cards (21-23) Provide the pupils with some card stock paper.Alternatively, ask them toBEGINNING THE LESSON bring some from the previous lesson. Ask the pupils to choose one of theAsk the pupils to open their sound words.Have them draw the letter F onbooks, name the letter and say the the paper. Tell them to decorate thesound of the letter. letter so that it represents the word they have chosen. When they finish,Put up the phonics cards on the they present their letters to the class.board.Name the items,one at a time. Display their work in the classroom.The pupils mime the correspondingactions and say the sound of the pupils repeat after you.Time permitting, ENDING THE LESSON Lesson 3 previous lesson.The pupils listen and ENDING THE LESSONletter. have some pupils read them aloud. sing along.e.g. Teacher: (pointing to the fox) Spin the Bottle Aims Noughts and Crosses 5 Song (Track 39) Ask the pupils to sit in a circle with a to practise the letter Ff /ef/ and its 6 Circle the right letters. Draw a large 3×3 grid on the board. fox bottle in the middle. Spin the bottle. sound /f/ and the corresponding Write a number 1-9 in the upper right Class: (miming a long (to the tune of ‘Five Little Speckled When it stops, show the pupil it is words; to learn an extra F word Point to the pictures and elicit the hand corner of each space. Choose Frogs’) pointing to a phonics card and elicit names of the items.Point to the letters nine phonics cards and stick them pointy snout and a its name. If the answer is correct then Vocabulary and revise the sounds. Explain the face down on each space on the grid. bushy tail) /f/ etc Put up the fox, fish and frog phonics that pupil can spin the bottle. Repeat • fox, fish, frog, fork activity.The pupils look at the pictures (Make sure to cover the words with a cards on the board. Point to the frog with other phonics cards. and circle the corresponding letters. blank piece of paper.) Divide the pupils4 Listen. Read along. and say: Frank is a funny frog. The Extra materials into two teams, Team X and Team O. pupils repeat after you. Follow the • i-Learn My Phonics cards (1-24); 7 Listen, point and repeat. Choose a pupil from Team X to go first. (Track 38) same procedure and present the • card stock paper The pupil calls out a number to see the rest of the song. Play the CD. The Colour the pictures of the phonics card. If he/she names theAsk: Can you see the /f/ – fox? Point pupils listen and sing along. BEGINNING THE LESSON words that start with the f pictured item correctly, an X is placed sound. Say the f words. in the space. If not, the card is placedto it. Encourage the pupils to point to Ask the pupils to take out their own Put up the fox, fish and frog phonics (Track 40) face down again and a pupil fromthe picture of the fox. Repeat with fox, fish and frog picture cards and cards on the board. Write the words Team O chooses a number.The teamfish and frog. place them on their desks. Play the in a column in random order. Ask Show the pupils the fork phonics card. that succeeds in placing three CD again.The pupils listen and hold individual pupils to come to the respective marks in a horizontal,vertical,Play the CD. Have the pupils listen to up the corresponding picture cards. board and match the phonics cards Point to it and say: /f/ – fork.The pupils or diagonal row wins the game.the story once. Play the CD again. to the words by drawing lines.The pupils listen and point to the (See p. 72 for the Tapescript.) repeat after you. Pretend to use a fork Lesson 4 — Activity Bookpictures of the key words when they Play the song (Track 39) from thehear them in the story. and eat. Say: /f/ – fork! Encourage (see page 75)Read the story. The pupils follow in the pupils to do the same. Say thetheir books. Then they work in pairs. letter. The pupils perform the actionOne reads while the other onechecks and then they swap roles.Go around the classroom providingany necessary help.Point to and say the sight words. The28 29

Unit 7 Tapescript Lesson 1 /g/, glass, /g/, /g/, /g/, glass!Aims Glass, /g/, /g/, /g/!to learn the letter Gg /dZi…/ and itssound /g/; to learn three Gg words /g/, goat, /g/, /g/, /g/, goat!Vocabulary Goat, /g/, /g/, /g/! • glass, goat, garden /g/, garden,Sight Words /g/, /g/, /g/, garden! • look, at, the, my Garden, /g/, /g/, /g/!Extra materials Extension (Optional) • i-Learn My Phonics cards (21-27); • photocopies of pages from story 1 Divide the pupils in three groups books (glass, goat, garden). Each group says the appropriateBEGINNING THE LESSON chant while the rest of the class claps. Ask the groups to showRevise the words from the previous unit. their corresponding picturePut up the fox, fish, frog and fork cards while they chant.phonics cards on the board.Write thefirst and last letters of each word below 2 Divide the pupils in three groupseach phonics card.Ask the pupils to fill (glass, goat, garden). Play thein the missing letters and write the chant again. Each group mimeswords in their notebooks. Then ask the corresponding actions.individual pupils to come to the boardand write the missing letters. 1 Listen, point and repeat. Game (Optional) Tapescript individual pupils read the words Ask the pupils to take out their own ENDING THE LESSON while pointing to the corresponding glass,goat and garden picture cards Colour. (Track 41) Where’s the Letter? /g/ – glass picture. and place them on their desks. Play My Sound Book The pupils work on their own or in /g/ – goat the CD again. The pupils listen and Ask the pupils to take out their sound Pupils’ books closed. Show the pupils pairs/groups. Hand out photocopies /g/ – garden Ask the pupils to colour the glass hold up the corresponding picture books (see the Introduction on how the glass phonics card. Point to it and of pages from some story books.The and the goat, using any colour they cards. to make a sound book). Use a letter pupils search for and circle the letter This is the letter Gg /dZi…/.The letter like. Go around the classroom, asking stamp or photocopy the letter Gg say: /g/. The pupils repeat after you. Gg on these pages. You can set a Gg /dZi…/ makes the /g/ sound. pupils to name the items they are Time permitting, repeat the chant from the photocopiable section and Then say: /g/ – glass.The pupils repeat time limit and the winner is the colouring. without the CD this time. Keep the stamp/glue it on a clean page. pupil/pair/group that has circled the 2 Listen and point. Colour. e.g. Teacher: (pointing to the glass) rhythm by clapping your hands or Explain to the pupils that they will after you. Put the phonics card up on most Ggs. This game can help the snapping your fingers. Pause before take the sound book home and their the board.Mime drinking from a glass pupils understand the link between (Track 42) Look at the … the words (glass, goat, garden) and ‘homework’ is to practise saying the the letter sounds and words in books. Pupil 1: glass! etc encourage the pupils to name the sound with their parents. and say: /g/, glass! Encourage the Point to the glass and say: Look at items for you. Pupils’ books open. Point to and the glass! The pupils repeat after 3 Chant and show! (Track 43) pupils to do the same. Say the letter. elicit the sound of the letter and the you. Follow the same procedure for e.g. Teacher: /g/ The pupils perform the action and say words. Play the CD. The pupils listen the goat and the garden. Play the Put up the glass, goat and garden the letter and the word if they can. and repeat.The pupils then colour in CD.The pupils listen and point to the phonics cards on the board. Point to Pupils: glass Follow the same procedure with the the letters. Explain to them that they glass, goat and garden. words goat (say: Meh-eh-eh! Meh-eh- can use any colour they like. Provide the glass and say: /g/ – glass! The Teacher: /g/, /g/, /g/ eh!) and garden (pretend picking any necessary help. During this Say: Look at the glass! Ask the pupils and smelling flowers). process, go around the classroom to point to the corresponding item in pupils repeat after you. Follow the Pupils: glass! etc and elicit the letter and the words the picture. Repeat with the rest of same procedure and present the rest Write the letter Gg on the board next from individual pupils. the items in random order. Then of the verses and the words goat and to the phonics cards. Point to it and garden. Play the CD.The pupils listen, follow in their books and chant. say: This is the letter Gg /dZi…/. The letter Gg /dZi…/ makes the /g/ sound. 31 The pupils repeat both sounds.30

Unit 7 Lesson 2 pupils to do the same. Say the letter. The pupils perform the action and Aims say the letter and the word if they to practise the sound of the letter Gg can. Play the CD. The pupils listen, and the corresponding words; to learn point to and repeat the word. and practise reading skills; to sing a song Point to the pictures and have pupils name them. Allow the pupils some Vocabulary time to colour in the pictures of the • glass, goat, garden words that start with the /g/ sound. Sight Words • look, at, the, with, in my Go around the classroom providing any necessary help. Extra materials • i-Learn My Phonics cards (25-27) CRAFTWORK (Optional)BEGINNING THE LESSON Provide the pupils with some card stock paper. Alternatively, ask themAsk the pupils to open their sound to bring some from the previousbooks, name the letter and say the lesson.Ask the pupils to choose onesound of the letter. of the words. Have them draw the letter G on the paper. Tell them toPut up the phonics cards on the decorate the letter so that itboard. Name the items, one at a time. represents the word they haveThe pupils mime the corresponding chosen. When they finish, theyactions and say the sound of the letter. present their letters to the class.e.g. Teacher: (pointing to the glass): Display their work in the classroom. glass Class: (miming drinking from a glass) /g/ etc4 Listen. Read along. 5 Song (Track 45) ENDING THE LESSON Lesson 3 Play the song (Track 45) from the ENDING THE LESSON previous lesson.The pupils listen and (Track 44) (to the tune of ‘Down in the Valley’) Guess Aims sing along. Bingo Divide the class into two teams,A and to practise the letter Gg /dZi…/ and its Prepare some Bingo cards with theAsk: Can you see the /g/ – glass? Put up the glass, goat and garden B. Ask a pupil to come to the board. sound /g/ and the corresponding 6 Circle the letters Gg. Say words you want to practise and phonics cards on the board. Point to Whisper one of the target vocabulary words; to learn an extra G word hand them out to the pupils. ProvidePoint to it. Encourage the pupils to the garden and say: Look at my words to him/her. Without speaking, the g sound. them with small pieces of paper topoint to the picture of the glass. garden! The pupils repeat after you. the pupil draws a picture of the word Vocabulary cover the words. Say the words orRepeat with goat and garden. Follow the same procedure and on the board.The first team to guess • glass, goat, garden, gorilla Point to the letters and revise the show pictures and have the pupils present the rest of the song. Play the the word wins a point. Repeat the sounds.Explain the activity.The pupils cover the words on their Bingo cards.Play the CD. Have the pupils listen to CD.The pupils listen and sing along. activity with as many pupils as you Extra materials look at the picture and circle the The winner is the first pupil whosethe story once. Play the CD again. think is necessary. The team with the • i-Learn My Phonics cards (25-28); letters Gg. card is covered and who shoutsThe pupils listen and point to the Ask the pupils to take out their own most points wins the game. • card stock paper Bingo!pictures of the key words when they glass,goat and garden picture cards 7 Listen, point and repeat.hear them in the story. and place them on their desks. Play BEGINNING THE LESSON Lesson 4 — Activity Book the CD again. The pupils listen and Colour the pictures of theRead the story.The pupils follow in their hold up the corresponding picture Put the glass, goat and garden words that start with the g (see page 75)books. Then they work in pairs. One cards. phonics cards on your desk. Ask a sound. Say the g words.reads while the other one checks and pupil to come to your desk, give (Track 46)then they swap roles. Go around the (See p. 72 for the Tapescript.) him/her blu-tack and tell him/her toclassroom providing any necessary attach the phonics cards to the Show the pupils the gorilla phonicshelp. board in the order you call them out. Repeat the activity with other pupils. card. Point to it and say: /g/ – gorilla.Point to and say the sight words. Thepupils repeat after you.Time permitting, The pupils repeat after you. Mimehave some pupils read them aloud. pounding your fists on your chest. Say: /g/ – gorilla! Encourage the32 33

Unit 8 snapping your fingers. Pause before the words (hat, hen, hippo) and Lesson 1 encourage the pupils to name the items for you. Aims to learn the letter Hh /heitS/ and its e.g. Teacher: /h/, sound /h/; to learn three Hh words Pupils: hat, Vocabulary • hat, hen, hippo Teacher: /h/, /h/, /h/ Sight Words Pupils: hat! etc • a, with Tapescript Extra materials • i-Learn My Phonics cards (25-31); /h/, hat, • photocopies of pages from story /h/, /h/, /h/, hat! books Hat, /h/, /h/, /h/!BEGINNING THE LESSON /h/, hen, /h/, /h/, /h/, hen!Revise the words from the previous Hen, /h/, /h/, /h/!unit. Show the pupils phonics cards25-28, one at a time, and ask for /h/, hippo,verification. /h/, /h/, /h/, hippo!e.g. Teacher: (showing the glass Hippo, /h/, /h/, /h/! phonics card) Is it a Extension (Optional) glass? Pupil 1: Yes. 1 Divide the pupils in three groups Teacher: (showing the garden (hat, hen, hippo). Each group phonics card) Is it a says the appropriate chant goat? while the rest of the class claps. Pupil 2: No. etc Ask the groups to show their corresponding picture cards1 Listen, point and repeat. letter Hh /heitS/ makes the /h/ sound. the letters. Explain to them that they repeat after you. Follow the same 3 Chant and show! (Track 49) while they chant. can use any colour they like. Provide procedure for the hippo with the hat. Colour. (Track 47) The pupils repeat both sounds. any necessary help. During this Play the CD. The pupils listen and Put up the hat, hen and hippo 2 Divide the pupils in three groups process, go around the classroom point to the glass, goat and garden. phonics cards on the board. Point to (hat, hen, hippo). Play the chantPupils’ books closed. Show the pupils Game (Optional) and elicit the letter and the words again. Each group mimes thethe hat phonics card. Point to it and from individual pupils. Say: A hen with a hat! Ask the pupils the hat and say: /h/ – hat! The pupils corresponding actions. Where’s the Letter? to point to the corresponding items insay: /h/. The pupils repeat after you. The pupils work on their own or in Tapescript the picture.Repeat with the rest of the repeat after you. Follow the same ENDING THE LESSONThen say: /h/ – hat. The pupils repeat pairs/groups. Hand out photocopies items in random order.Then individual procedure and present the rest of of pages from some story books.The /h/ – hat pupils read the words while pointing the verses and the words hen and My Sound Bookafter you. Put the phonics card up on pupils search for and circle the letter /h/ – hen to the corresponding picture. hippo. Play the CD. The pupils listen, Ask the pupils to take out their soundthe board.Mime putting on a hat and Hh on these pages. You can set a /h/ – hippo follow in their books and chant. books (see the Introduction on how time limit and the winner is the Ask the pupils to colour the hats, to make a sound book). Use a lettersay: /h/, hat! Encourage the pupils to pupil/pair/group that has circled the This is the letter Hh /heitS/.The letter using any colour they like. Go around Ask the pupils to take out their own stamp or photocopy the letter Hh most Hhs. This game can help the Hh /heitS/ makes the /h/sound. the classroom, asking pupils to name hat, hen and hippo picture cards from the photocopiable section anddo the same. Say the letter.The pupils pupils understand the link between the items they are colouring. and place them on their desks. Play stamp/glue it on a clean page.perform the action and say the letter the letter sounds and words in books. 2 Listen and point. Colour. e.g. Teacher: (pointing to the hen) the CD again. The pupils listen and Explain to the pupils that they willand the word if they can. Follow the hold up the corresponding picture take the sound book home and theirsame procedure with the words hen Pupils’ books open. Point to and (Track 48) A hen with a … cards. ‘homework’ is to practise saying the(say: Cluck, cluck!) and hippo (act elicit the sound of the letter and the Pupil 1: hat! etc sound with their parents.like a hippo, e.g. mime being large words. Play the CD. The pupils listen Point to the hen with the hat and Time permitting, repeat the chantand opening your mouth.). and repeat.The pupils then colour in say: A hen with a hat! The pupils without the CD this time. Keep the rhythm by clapping your hands orWrite the letter Hh on the board nextto the phonics cards. Point to it andsay: This is the letter Hh /heitS/. The34 35

Unit 8 Lesson 2 Say: /h/ – horse! Encourage the pupils Aims to do the same. Say the letter. The to practise the sound of the letter Hh pupils perform the action and say the and the corresponding words; to learn letter and the word if they can. Play and practise reading skills; to sing a the CD.The pupils listen, point to and song repeat the word. Vocabulary Point to the pictures and have pupils • hat, hen, hippo name them. Allow the pupils some time to colour in the pictures of the Sight Words • a, happy, my words that start with the /h/ sound. Extra materials Go around the classroom providing • i-Learn My Phonics cards (29-31) any necessary help.BEGINNING THE LESSON CRAFTWORK (Optional)Ask the pupils to open their sound Provide the pupils with some cardbooks, name the letter and say the stock paper.Alternatively, ask them tosound of the letter. bring some from the previous lesson. Ask the pupils to choose one of thePut up the phonics cards on the words.Have them draw the letter H onboard.Name the items,one at a time. the paper. Tell them to decorate theThe pupils mime the corresponding letter so that it represents the wordactions and say the sound of the they have chosen. When they finish,letter. they present their letters to the class.e.g. Teacher: (pointing to the hat): Display their work in the classroom. hat Class: (miming putting on a hat) /h/ etc4 Listen. Read along. 5 Song (Track 51) ENDING THE LESSON Lesson 3 Play the song (Track 51) from the ENDING THE LESSON previous lesson.The pupils listen and (Track 50) (to the tune of‘Head,Shoulders,Knees Throw the Beanbag Aims sing along. Memory Game and Toes’) Lay out the phonics cards face up on to practise the letter Hh /heitS/ and its Revise the vocabulary of Units 1-8.Ask: Can you see the /h/ – hat? the floor. Choose a pupil and ask sound /h/ and the corresponding 6 Say the words. Match. Put up any four phonics cards on Put up the hat, hen and hippo him/her to throw the beanbag on words; to learn an extra H word the board and ask the pupils toPoint to it. Encourage the pupils to phonics cards on the board. Point to one of the phonics cards and name Point to the letter h in hat and revise memorise the order in which thepoint to the picture of the hat. the hippo and say: There is a hippo the item pictured. Repeat the Vocabulary the sound. Point to the words and items appear. Remove the phonicsRepeat with hen and hippo. with a hat! The pupils repeat after procedure with other pupils. • hat, hen, hippo, horse ask the pupils to read them aloud. cards and ask individual pupils to you. Follow the same procedure and Point to the pictures and elicit their name the items in the correct order.Play the CD. Have the pupils listen to present the rest of the song. Play the Extra materials names. Explain the activity.The pupils Change the order of the phonicsthe story once. Play the CD again. CD.The pupils listen and sing along. • i-Learn My Phonics cards (29-32) say the words and match them to cards and repeat the activity.The pupils listen and point to the • card stock paper the pictures.pictures of the key words when they Ask the pupils to take out their own Lesson 4 — Activity Bookhear them in the story. hat, hen and hippo picture cards BEGINNING THE LESSON 7 Listen, point and repeat. (see page 76) and place them on their desks. PlayRead the story. The pupils follow in the CD again. The pupils listen and Put up the hat, hen and hippo Colour the pictures of the 37their books. Then they work in pairs. hold up the corresponding picture phonics cards on the board and write words that start with the hOne reads while the other one cards. the respective words leaving out the sound. Say the h words.checks and then they swap roles. vowels. Ask the pupils to copy and (Track 52)Go around the classroom providing (See p. 72 for the Tapescript.) complete the missing letters in theirany necessary help. notebooks. Show the pupils the horse phonicsPoint to and say the sight words. The card. Point to it and say: /h/ – horse.pupils repeat after you.Time permitting,have some pupils read them aloud. The pupils repeat after you. Mime galloping and neighing like a horse:36

Story Time Optional Story Time ActivitiesAims 1 Ask pupils to change parts or allto consolidate the sound of the lettersEe, Ff, Gg and Hh and the of the story and present it to thecorresponding words; to learn andpractise reading skills class.Vocabulary e.g. Hello, ! • consolidation 2 Photocopy the story and theExtra materials speech bubbles from the • i-Learn My Phonics cards (17-32) photocopiable section, one set per pair. Make sure they are notBEGINNING THE LESSON in the right order. The pupils: 1) put the frames of the story in theSpeed Race right order before they listen toPut three chairs in front of the board. check and/or 2) match theDivide the class into three teams, A, frames to the speech bubblesB and C. Have a pupil from each and listen to check their answers.team stand up. Put a phonics cardon each chair. Call out one of the 3 Pupils choose their favouritephonics cards. The pupils standing animal or object from the storytry to be the first to sit on the chair and they draw it.with the corresponding phonicscard.The first pupil to sit on the chairwins a point for his/her team. Theteam with the most points wins.1 Listen. Read along. Ask the pupils to look at the book. Play the CD and ask the pupils to Extension (Optional) ENDING THE LESSON Set the scene by asking the pupils listen and follow the story in their (Track 53) questions about what they can see books, pointing to the pictures of the Read out a few sentences from the Act out: Read the sentences in the in the pictures. key words. story and ask the pupils to complete story. Invite the pupils to mime the keyTell the pupils that it’s story time. Ask e.g. Teacher: (pointing to the elf in them. words from the story (the hippo, thethem, in L1 if necessary, if they Play the CD again pausing for the e.g. Teacher: Look at my … elf,the garden,the fish,the frog).If youremember the previous story. If not, picture 1) Look! pupils to repeat, chorally and/or wish, have the pupils come to theyou can spend some time going What’s this? individually. Finally, ask individual Class: garden! etc front of the classroom and act out thethrough it. Write the following words Class: (It’s an) elf! pupils to read the story aloud. story. Encourage them to have fun ason the board or prepare some slips Teacher: (pointing to the hat Note: If you wish, have the pupils they perform (e.g. make noises orof paper with the words on them.You in picture 1) A happy close their books during this activity. funny faces as they mime, etc). Timecan laminate them for future use. hippo with a … permitting, you can assign the role of Class: hat! etc 2 What is in the hippo’s the ‘narrator’ to a pupil/pupils. hippo elf garden garden? Draw lines. fish frog Explain the activity. Ask the pupils toAsk pupils to read out the words. draw lines from the items to theInvite guesses, in L1 if necessary, hippo’s garden. Then ask individualabout what they think the story is pupils to name the items.about. Do not dismiss any ideas.38 39

Review 2 Optional Review Activities (Ee, Ff, Gg, Hh) 1 Repeat it if it is true: Show a phonics card and say a sound.BEGINNING THE LESSON If the sound is correct, the pupils repeat it. If it is not correct, theyThe Reading Tree should remain silent.Refer the pupils to the reading tree e.g. Teacher: (showing the frogon the wall. (For ideas on how tomake it, see Review 1.) phonics card) /f/ Pupils: /f/Prepare some simple cards with the 1 Circle the right letters. Say 2 Use the code and colour 3 Say the words. Cross the Tapescriptwords the pupils have learnt so far Teacher: (showing the(Ee – Hh). If you wish, you can the letters and the sound. the pictures. odd one out. One garden phonicslaminate them so that you can use an elephantthem again and again. Explain the activity. The pupils look Explain the activity. Ask the pupils to Explain the activity. Ask the pupils to card) /e/ at the pictures and circle the name the items. The pupils use the name the items. The pupils say the TwoHand out the cards to various pupils. corresponding upper case and code to colour each item according words for each picture and cross out a goat Pupils: (the pupils remainAsk the pupils to say the initial sound lower case letters. Then they say the to its initial sound. Go around the the one that has a different initial silent)and/or the word before they come letter and the sound as well as the classroom providing any necessary sound. Go around the classroom Threeand stick it on the corresponding name of each item pictured. Go help. providing any necessary help. a hen 2 Draw the picture: Divide the pupilsbranch. Ask the rest of the class for around the classroom providing any into teams. The teams take it inverification.An optional extension to necessary help. turns to send a pupil to the board.this activity is to select pupils, one at As they come forward, give thema time, to remove the cards. The a phonics card from the wordspupils say the sound and/or the they have learnt. They try towords before they remove the cards. illustrate it so that their team can identify it. If their team recognises the word, they get one point.The team with the most points wins. 3 Kim’s game: Pin up on the board some phonics cards of some of the words the pupils have learnt. Ask them to look at them for a minute before they close their eyes.Remove a phonics card.Ask a pupil to name the word. 4 Listen and tick (✓). Note: The pupils are now ready to do pages 20-21 in the Activity Book. (Track 54) Review 2 — Activity Book Explain the activity. Elicit the names (see page 76) of the items in each picture. The pupils listen and tick yes or no. Go around the classroom providing any necessary help.40 41

Unit 9 Lesson 1 Tapescript Aims /I/, ink, to learn the letter Ii /aI/ and its sound /I/, /I/, /I/, ink! /I/; to learn three Ii words Ink, /I/, /I/, /I/! Vocabulary /I/, igloo, • ink, igloo, iguana /I/, /I/, /I/, igloo! Igloo, /I/, /I/, /I/! Sight Words • oh no, my /I/, iguana, /I/, /I/, /I/, iguana! Extra materials Iguana, /I/, /I/, /I/! • i-Learn My Phonics cards (33-35); • photocopies of pages from story Extension (Optional) books 1 Divide the pupils into threeBEGINNING THE LESSON groups (ink, igloo, iguana). Each group says the appropriateDraw It chant while the rest of the classDivide the class into two teams,A and claps. Ask the groups to showB.Ask two pupils,one from each team, their corresponding picture cardsto come to the board. Name a while they chant.vocabulary item. The pupils quicklydraw it.The pupil who finishes first wins 2 Divide the pupils into three groupsa point for his/her team. Continue (ink,igloo,iguana).Play the chantwith the other words and the again. Each group mimes theremaining pupils. The team with the corresponding actions.most points wins.1 Listen, point and repeat. Game (Optional) Tapescript Ask the pupils to look at the pairs of Ask the pupils to take out their own ENDING THE LESSON pictures on the side and choose the ink, igloo and iguana picture cards Colour. (Track 55) Where’s the Letter? /I/ – ink correct one for each corresponding and place them on their desks. Play My Sound Book The pupils work on their own or in /I/ – igloo item. Go around the classroom, the CD again. The pupils listen and Ask the pupils to take out their soundPupils’ books closed. Show the pupils pairs/groups. Hand out photocopies /I/ – iguana asking pupils to name the item they hold up the corresponding picture books (see the Introduction on howthe ink phonics card. Point to it and of pages from some story books.The are matching. cards. to make a sound book). Use a letter pupils search for and circle the letter This is the letter /aI/. The letter e.g. Teacher: (pointing to the ink) stamp or photocopy the letter Ii fromsay: /I/. The pupils repeat after you. Ii on these pages.You can set a time /aI/ makes the /I/ sound. Time permitting, repeat the chant the photocopiable section andThen say: /I/ – ink. The pupils repeat limit and the winner is the pupil/ Oh no! My … without the CD this time. Keep the stamp/glue it on a clean page. pair/group that has circled the most 2 Listen and point. Choose. Pupil 1: ink! etc rhythm by clapping your hands or Explain to the pupils that they willafter you. Put the phonics card up on Iis. This game can help the pupils snapping your fingers. Pause before take the sound book home and theirthe board. Imitate writing with a pen understand the link between the (Track 56) 3 Chant and show! (Track 57) the words (ink, igloo, iguana) and ‘homework’ is to practise saying the letter sounds and words in books. encourage the pupils to name the sound with their parents.and say: /I/, ink! Encourage the Point to the girl and the ink and say: Put up the ink, igloo and iguana items for you. Pupils’ books open. Point to and elicit Oh no! My ink. The pupils repeat after phonics cards on the board. Point topupils to do the same. Say the letter. the sound of the letter and the words. you. Follow the same procedure for e.g. Teacher: /I/The pupils perform the action and Play the CD.The pupils listen, point to the igloo and the iguana. Play the the ink and say: /I/, ink! The pupilssay the letter and the word if they can. and repeat the words.The pupils then CD.The pupils listen and point to the Pupils: inkFollow the same procedure with the colour in the letters. Explain to them ink, igloo and iguana. repeat after you. Follow the samewords igloo (mime being cold) and that they can use any colour they like. procedure and present the rest of Teacher: /I/, /I/, /I/iguana (make a lizard’s head with During this process, go around the Say: Oh no! My ink. Ask the pupils to the verses and the words igloo andyour hand and move it left and right classroom and elicit the letter and point to the corresponding item in iguana. Play the CD.The pupils listen, Pupils: ink! etcquickly). the words from individual pupils. the picture. Repeat with the rest of follow in their books and chant. the items in random order.Write the letter Ii on the board next tothe phonics cards. Point to it andsay: This is the letter /aI/. The letter/aI/ makes the /I/ sound. The pupilsrepeat both sounds.42 43

Unit 9 insect crawling up your arm and Lesson 2 say: /I/, insect! Encourage the pupils Aims to do the same. Say the letter. The to practise the sound of the letter Ii and pupils perform the action and say the corresponding words; to learn and the letter and the word if they can. practise reading skills; to sing a song Play the CD.The pupils listen, point to and repeat the word. Vocabulary • ink, igloo, iguana Point to the pictures and have pupils name them. Allow the pupils some Sight Words time to colour in the pictures of the • here, is, my, in, with words that start with the /I/ sound. Extra materials • i-Learn My Phonics cards (33-35) Go around the classroom providing any necessary help.BEGINNING THE LESSON CRAFTWORK (Optional)Ask the pupils to open their soundbooks, name the letter and say the Provide the pupils with some cardsound of the letter. stock paper.Alternatively, ask them to bring some from the previous lesson.Put up the phonics cards on the Ask the pupils to choose one of theboard.Name the items,one at a time. words. Have them draw the letter I onThe pupils mime the corresponding the paper. Tell them to decorate theactions and say the sound of the letter so that it represents of the wordletter. they have chosen. When they finish,e.g. Teacher: (pointing to the ink) they present their letters to the class. Display their work in the classroom. ink Class: (imitating writing) /I/ etc4 Listen. Read along. 5 Song (Track 59) ENDING THE LESSON Lesson 3 Play the song (Track 59) from the ENDING THE LESSON previous lesson.The pupils listen and (Track 58) (to the tune of ‘Five Little Ducks’) Put up the phonics cards on the Aims sing along. Stand and sit board. Say: igloo. Ask a pupil to to practise the letter Ii /aI/ and its Tell the pupils that you will say variousAsk: Can you see the /I/ – ink? Point Put up the ink, igloo and iguana come to the board and point to the sound /I/ and the corresponding 6 Say the sounds. Colour words from previous lessons. Tell the phonics cards on the board. Point to corresponding phonics card.Ask the words; to learn an extra I word pupils to stand up whenever theyto it. Encourage the pupils to point to the igloo and say: Here is my igloo! rest of the class for verification. the right pictures.the picture of the ink. Repeat with The pupils repeat after you.Follow the Repeat with ink and iguana. Vocabulary hear words with the /I/ sound,and toigloo and iguana. same procedure and present the rest • ink, igloo, iguanna, insect Elicit the letters and the sounds for of the song. Play the CD. The pupils each. Then refer the pupils to the sit down when they hear a differentPlay the CD. Have the pupils listen to listen and sing along. Extra materials pictures.The pupils say the sounds for sound. To make it fun, start off slowlythe story once. Play the CD again. • i-Learn My Phonics cards (33-36); each letter and colour the pictures and then gradually increase speed.The pupils listen and point to the Ask the pupils to take out their own • card stock paper which correspond to each letter/pictures of the key words when they ink, igloo and iguana picture cards sound. Explain to them that they can Lesson 4 — Activity Bookhear them in the story. and place them on their desks. Play BEGINNING THE LESSON use any colour they like. (see page 76) the CD again. The pupils listen andRead the story. The pupils follow in hold up the corresponding picture Form a Line 7 Listen, point and repeat. 45their books. Then they work in pairs. cards. Put up the phonics cards on theOne reads while the other one board. Write the respective words on Colour the pictures of thechecks and then they swap roles. (See p. 72 for the Tapesctipt.) separate pieces of paper. Hand out words that start with the iGo around the classroom providing the pieces of paper to the pupils and sound. Say the i words.any necessary help. ask them to form a line at the front of (Track 60) the board in the same order as thePoint to and say the sight words. The phonics card. Repeat the procedure Show the pupils the insect phonicspupils repeat after you.Time permitting, with another group of pupils.have some pupils read them aloud. card. Point to it and say: /I/ – insect. The pupils repeat after you. Mime an44

Unit 10 Tapescript Lesson 1 /dZ/, jam, /dZ/, /dZ/, /dZ/, jam! Aims Jam, /dZ/, /dZ/, /dZ/! to learn the letter Jj /dZeI/ and its sound /dZ/; to learn three Jj words /dZ/, jelly, /dZ/, /dZ/, /dZ/, jelly! Vocabulary Jelly, /dZ/, /dZ/, /dZ/! • jam, jelly, juice /dZ/, juice, Sight Words /dZ/, /dZ/, /dZ/, juice! • I, like, yum Juice, /dZ/, /dZ/, /dZ/! Extra materials Extension (Optional) • i-Learn My Phonics cards (33-39); • photocopies of pages from story 1 Divide the pupils into three books groups (jam, jelly, juice). Each group says the appropriateBEGINNING THE LESSON chant while the rest of the class claps. Ask the groups to showPlace the phonics cards from the their corresponding picture cardsprevious lesson on your desk (ink, while they chant.igloo, iguana, insect). Say a word,e.g. ink. Ask a pupil to come to your 2 Divide the pupils into three groupsdesk, pick up the correct phonics (jam, jelly, juice). Play the chantcard, show it to the class and repeat again. Each group mimes thethe word. Repeat with the remaining corresponding actions.phonics cards.1 Listen, point and repeat. Game (Optional) Tapescript Ask the pupils to colour the jam, jelly Ask the pupils to take out their own ENDING THE LESSON and juice, using any colour they like. jam, jelly and juice picture cards Colour. (Track 61) Where’s the Letter? /dZ/– jam Go around the classroom, asking and place them on their desks. Play My Sound Book The pupils work on their own or in /dZ/ – jelly pupils to name the item they are the CD again. The pupils listen and Ask the pupils to take out their soundPupils’ books closed. Show the pupils pairs/groups. Hand out photocopies /dZ/ – juice colouring. hold up the corresponding picture books (see the Introduction on howthe jam phonics card. Point to it and of pages from some story books.The e.g. Teacher: (pointing to the jam) cards. to make a sound book). Use a letter pupils search for and circle the letter This is the letter /dZeI/.The letter stamp or photocopy the letter Jjsay: /dZ/. The pupils repeat after you. Jj on these pages.You can set a time /dZeI/ makes the /dZ/ sound. What’s this? Time permitting, repeat the chant from the photocopiable section andThen say: /dZ/ – jam.The pupils repeat limit and the winner is the pupil/ Pupil 1: Jam. etc without the CD this time. Keep the stamp/glue it on a clean page. pair/group that has circled the most 2 Listen and point. Colour. rhythm by clapping your hands or Explain to the pupils that they willafter you. Put the phonics card up on Jjs. This game can help the pupils 3 Chant and show! snapping your fingers. Pause before take the sound book home and theirthe board.Imitate eating jam and say: understand the link between the (Track 62) the words (jam, jelly, juice) and ‘homework’ is to practise saying the letter sounds and words in books. (Track 63) encourage the pupils to name the sound with their parents./dZ/, jam! Encourage the pupils to do Point to the boy and the jam and say: items for you. Pupils’books open.Point to and elicit I like jam.Yum! The pupils repeat after Put up the jam,jelly and juice phonicsthe same. Say the letter. The pupils the sound of the letter and the words. you. Follow the same procedure for cards on the board. Point to the jam e.g. Teacher: /dZ/perform the action and say the letter Play the CD.The pupils listen, point to the jelly and juice. Play the CD. Theand the word if they can. Follow the and repeat the words.The pupils then pupils listen and point to the jam, jelly and say: /dZ/, jam! The pupils repeat Pupils: jamsame procedure with the words jelly colour in the letters. Explain to them and juice.Say: I like jam.Yum! Ask the(mime holding a plate of jelly that that they can use any colour they like. pupils to point to the corresponding after you. Follow the same procedure Teacher: /dZ/, /dZ/, /dZ/jiggles) and juice (imitate drinking). During this process, go around the item in the picture. Repeat with the and present the rest of the verses and classroom and elicit the letter and rest of the items in random order. the words jelly and juice. Play the CD. Pupils: jam! etcWrite the letter Jj on the board next the words from individual pupils. The pupils listen, follow in their booksto the phonics cards. Point to it and and chant.say: This is the letter /dZeI/. The letter/dZeI/ makes the /dZ/ sound. Thepupils repeat both sounds.46 47

Unit 10 Lesson 2 /dZ/, jacket! Encourage the pupils to Aims do the same. Say the letter. The to practise the sound of the letter Jj pupils perform the action and say and the corresponding words; to learn the letter and the word if they can. and practise reading skills; to sing a Play the CD.The pupils listen, point to song and repeat the word. Vocabulary Point to the pictures and have pupils • jam, jelly, juice name them. Allow the pupils some time to colour in the pictures of the Sight Words • I, like, too words that start with the /dZ/ sound. Extra materials Go around the classroom providing • i-Learn My Phonics cards (37-39) any necessary help.BEGINNING THE LESSON CRAFTWORK (Optional)Ask the pupils to open their sound Provide the pupils with some cardbooks, name the letter and say the stock paper.Alternatively, ask them tosound of the letter. bring some from the previous lesson. Ask the pupils to choose one of thePut up the phonics cards on the words.Have them draw the letter J onboard.Name the items,one at a time. the paper. Tell them to decorate theThe pupils mime the corresponding letter so that it represents the wordactions and say the sound of the they have chosen. When they finish,letter. they present their letters to the class.e.g. Teacher: (pointing to the jam) Display their work in the classroom. jam Class: (imitating eating) /dZ/ etc4 Listen. Read along. 5 Song (Track 65) ENDING THE LESSON Lesson 3 previous lesson.The pupils listen and ENDING THE LESSON sing along. (Track 64) (to the tune of‘Apples and Bananas’) Put up one of the phonics cards on Aims Wordscraper the board and invite the pupils to to practise the letter Jj /dZeI/ and its 6 Circle the things that Write JAM vertically on the board.Ask: Can you see the /dZ/ – jam? Point Put up the jam,jelly and juice phonics come to the board and write the sound /dZ/ and the corresponding Invite a pupil to come to the board cards on the board. Point to the jelly word. Repeat the activity with other words; to learn an extra J word begin with the j sound. and add on another word from theto it. Encourage the pupils to point to and say: Oh, jelly is yum, yum, yum! pupils. lesson, either vertically or horizontally.the picture of the jam. Repeat with The pupils repeat after you. Follow the Vocabulary Refer the pupils to the pictures and Continue until all the J words arejelly and juice. same procedure and present the rest • jam, jelly, juice, jacket elicit the sound and word for each. written on the board. If you wish, you of the song. Play the CD. The pupils The pupils circle the items that begin can ask the pupils to add wordsPlay the CD. Have the pupils listen to listen and sing along. Extra materials from previous lessons as well.the story once. Play the CD again. • i-Learn My Phonics cards (37-40); with the /dZeI/ sound. e.g. JThe pupils listen and point to the Ask the pupils to take out their own • card stock paperpictures of the key words when they jam, jelly and juice picture cards 7 Listen, point and repeat. J ACK E Thear them in the story. and place them on their desks. Play BEGINNING THE LESSON M etc the CD again. The pupils listen and Colour the pictures of theRead the story. The pupils follow in hold up the corresponding picture Hold up the phonics cards from the words that start with the j Lesson 4 — Activity Booktheir books. Then they work in pairs. cards. previous lesson, one at a time, and sound. Say the j words.One reads while the other one say the word.Ask individual pupils to (Track 66) (see page 77)checks and then they swap roles. (See p. 72 for the Tapescript.) say yes or no.Go around the classroom providing Show the pupils the jacket phonicsany necessary help. Play the song (Track 65) from the card. Point to it and say: /dZ/ –Point to and say the sight words. Thepupils repeat after you.Time permitting, jacket. The pupils repeat after you.have some pupils read them aloud. Mime putting on a jacket and say:48 49

Unit 11 Lesson 1 Tapescript Aims /k/, kite, to learn the letter Kk /keI/ and its /k/, /k/, /k/, kite! sound /k/; to learn three Kk words Kite, /k/, /k/, /k/! Vocabulary /k/, kitten, • kite, kitten, koala /k/, /k/, /k/, kitten! Kitten, /k/, /k/, /k/! Sight Words • the, has, a, fly /k/, koala, /k/, /k/, /k/, koala! Extra materials Koala, /k/, /k/, /k/! • i-Learn My Phonics cards (37-43); • photocopies of pages from story Extension (Optional) books 1 Divide the pupils in three groupsBEGINNING THE LESSON (kite, kitten, koala). Each group says the appropriate chantPut up the jam, jelly, juice and jacket while the rest of the class claps.phonics cards on the board. Write Ask the groups to show theirthe letters of the words around them corresponding picture cardsin random order. Ask the pupils to while they chant.write the words in their notebooks. 2 Divide the pupils in three groups1 Listen, point and repeat. (kite,kitten,koala).Play the chant again. Each group mimes the Colour. (Track 67) corresponding actions.Pupils’books closed.Show the pupils time limit and the winner is the pupil/ Tapescript Ask the pupils to look at the pairs of Ask the pupils to take out their own ENDING THE LESSONthe kite phonics card. Point to it and pair/group that has circled the most pictures on the side and choose the kite, kitten and koala picture cards Kks. This game can help the pupils /k/ – kite correct one for each corresponding and place them on their desks. Play My Sound Booksay: /k/. The pupils repeat after you. understand the link between the /k/ – kitten item.Go around the classroom,asking the CD again. The pupils listen and Ask the pupils to take out their soundThen say: /k/ – kite. The pupils repeat letter sounds and words in books. /k/ – koala pupils to name the item they are hold up the corresponding picture books (see the Introduction on how matching. cards. to make a sound book). Use a letterafter you. Put the phonics card up on Pupils’ books open. Point to and This is the letter /keI/.The letter e.g. Teacher: (pointing to the kite) stamp or photocopy the letter Kkthe board. Imitate flying a kite and elicit the sound of the letter and the /keI/ makes the /k/ sound. Time permitting, repeat the chant from the photocopiable section and words. Play the CD. The pupils listen, The kitten has … without the CD this time. Keep the stamp/glue it on a clean page.say: /k/, kite! Encourage the pupils to point to and repeat the words. The 2 Listen and point. Choose. Pupil 1: a kite! etc rhythm by clapping your hands or Explain to the pupils that they will pupils then colour in the letters. snapping your fingers. Pause before take the sound book home and theirdo the same. Say the letter.The pupils Explain to them that they can use (Track 68) 3 Chant and show! (Track 69) the words (kite, kitten, koala) and ‘homework’ is to practise saying theperform the action and say the letter any colour they like. During this encourage the pupils to name the sound with their parents.and the word if they can. Follow the process, go around the classroom Point to the kitten and say: The kitten Put up the kite, kitten and koala items for you.same procedure with the words kitten and elicit the letter and the words has a kite! Fly the kite! The pupils phonics cards on the board. Point to(mime meowing) and koala (use from individual pupils. repeat after you. Follow the same e.g. Teacher: /k/your arms to imitate hugging a tree). procedure for the koala. Play the CD. the kite and say: /k/, kite! The pupils The pupils listen and point to the kite, Pupils: kiteWrite the letter Kk on the board next kitten and koala. repeat after you. Follow the sameto the phonics cards. Point to it and procedure and present the rest of Teacher: /k/, /k/, /k/ Say: a kite. Ask the pupils to point to the verses and the words kitten andsay: This is the letter /keI/. The letter the corresponding item in the picture. koala. Play the CD. The pupils listen, Pupils: kite! etc/keI/ makes the /k/ sound.The pupils Repeat with the rest of the items in follow in their books and chant. random order.repeat both sounds.Game (Optional)Where’s the Letter?The pupils work on their own or inpairs/groups. Hand out photocopiesof pages from some story books.Thepupils search for and circle the letterKk on these pages. You can set a50 51

Unit 11 Lesson 2 say: /k/, kangaroo! Encourage the Aims pupils to do the same. Say the letter. to practise the sound of the letter Kk The pupils perform the action and say and the corresponding words; to learn the letter and the word if they can.Play and practise reading skills; to sing a the CD.The pupils listen, point to and song repeat the word. Vocabulary Point to the pictures and have pupils • kite, kitten, koala name them. Allow the pupils some time to colour in the pictures of the Sight Words • look, at, the, has, a, fly words that start with the /k/ sound. Extra materials Go around the classroom providing • i-Learn My Phonics cards (41-43) any necessary help.BEGINNING THE LESSON CRAFTWORK (Optional)Ask the pupils to open their sound Provide the pupils with some cardbooks, name the letter and say the stock paper.Alternatively, ask them tosound of the letter. bring some from the previous lesson. Ask the pupils to choose one of thePut up the phonics cards on the words.Have them draw the letter K onboard.Name the items,one at a time. the paper. Tell them to decorate theThe pupils mime the corresponding letter so that it represents the wordactions and say the sound of the they have chosen. When they finish,letter. they present their letters to the class.e.g. Teacher: (pointing to the kite) Display their work in the classroom. kite Class: (imitating flying a kite) /k/ etc4 Listen. Read along. 5 Song (Track 71) ENDING THE LESSON Lesson 3 Play the song (Track 71) from the previous lesson.The pupils listen and (Track 70) (to the tune of ‘Oh, Susanna’) Form a Line Aims sing along. Put up the phonics cards on the to practise the letter Kk /keI/ and itsAsk: Can you see the /k/ – kite? Point Put up the kite, kitten and koala board. Write the respective words on sound /k/ and the corresponding 6 How many words that start ENDING THE LESSON phonics cards on the board. Point to separate pieces of paper. Hand out words; to learn an extra K wordto it. Encourage the pupils to point to the koala and say: The koala has a the pieces of paper to the pupils and with the k sound can you What is it?the picture of the kite. Repeat with kitten! The pupils repeat after you. ask them to form a line at the front of Vocabulary see? Circle, point and say. Hold up the phonics cards, one at akitten and koala. Follow the same procedure and the board in the same order as the • kite, kitten, koala, kangaroo time, partly hidden by a sheet of present the rest of the song. Play the phonics card. Repeat the procedure Refer the pupils to the pictures and paper. Slowly reveal the phonicsPlay the CD. Have the pupils listen to CD.The pupils listen and sing along. with another group of pupils. Extra materials elicit the word for each. The pupils card.The pupils try to guess what thethe story once. Play the CD again. • i-Learn My Phonics cards (41-44); circle, point to and say the items that phonics card is.The pupils listen and point to the Ask the pupils to take out their own • card stock paperpictures of the key words when they kite, kitten and koala picture cards start with the /k/ sound.hear them in the story. and place them on their desks. Play the CD again. The pupils listen and BEGINNING THE LESSON 7 Listen, point and repeat. Lesson 4 — Activity BookRead the story. The pupils follow in hold up the corresponding phonics (see page 77)their books. Then they work in pairs. cards. Put up the kite, kitten and koala Colour the pictures of theOne reads while the other one phonics cards on the board.Write their words that start with the kchecks and then they swap roles. (See p. 72 for the Tapescript.) words in a column in random order. sound. Say the k words.Go around the classroom providing Ask individual pupils to come to the (Track 72)any necessary help. board and match the words to the phonics cards by drawing lines. Ask Show the pupils the kangaroo phonicsPoint to and say the sight words. The the rest of the class for verification.pupils repeat after you.Time permitting, card. Point to it and say: /k/ –have some pupils read them aloud. kangaroo. The pupils repeat after you. Mime hopping like a kangaroo and52 53

Unit 12 Lesson 1 Tapescript Aims /l/, lemon, to learn the letter Ll /el/ and its sound /l/, /l/, /l/, lemon! /l/; to learn three Ll words Lemon, /l/, /l/, /l/! Vocabulary /l/, lion, • lemon, lion, lollipop /l/, /l/, /l/, lion! Lion, /l/, /l/, /l/! Sight Words • look, a, and /l/, lollipop, /l/, /l/, /l/, lollipop! Extra materials • Lollipop, /l/, /l/, /l/! i-Learn My Phonics cards (41-47); Extension (Optional) • photocopies of pages from story books 1 Divide the pupils in three groups (lemon, lion, lollipop). EachBEGINNING THE LESSON group says the appropriate chant while the rest of the classPut the kite,kitten,koala and kangaroo claps. Ask the groups to showphonics cards on the board. Mime their corresponding pictureone of them and invite a pupil to come cards while they chant.to the board, point to the correctphonics card and say the word. Ask 2 Divide the pupils in three groupsthe rest of the class for verification. (lemon, lion, lollipop). Play theContinue with the remaining phonics chant again. Each group mimescards. the corresponding actions.1 Listen, point and repeat. Game (Optional) Tapescript Ask the pupils to colour the lemon,the Ask the pupils to take out their own ENDING THE LESSON lion and the lollipop using any colour lemon, lion and lollipop picture cards Colour. (Track 73) Where’s the Letter? /l/ – lemon they like. Go around the classroom, and place them on their desks. Play My Sound Book The pupils work on their own or in /l/ – lion asking pupils to name the item they the CD again. The pupils listen and Ask the pupils to take out their soundPupils’books closed.Show the pupils pairs/groups. Hand out photocopies /l/ – lollipop are colouring. hold up the corresponding picture books (see the Introduction on howthe lemon phonics card. Point to it of pages from some story books.The e.g. Teacher: (pointing to the cards. to make a sound book). Use a letter pupils search for and circle the letter This is the letter /el/. The letter /el/ stamp or photocopy the letter Ll fromand say: /l/. The pupils repeat after Ll on these pages.You can set a time makes the /l/ sound. lemon) What’s this? Time permitting, repeat the chant the photocopiable section andyou.Then say: /l/ – lemon. The pupils limit and the winner is the pupil/ Pupil 1: A lemon. etc without the CD this time. Keep the stamp/glue it on a clean page. pair/group that has circled the most 2 Listen and point. Colour. rhythm by clapping your hands or Explain to the pupils that they willrepeat after you. Put the phonics Lls. This game can help the pupils 3 Chant and show! (Track 75) snapping your fingers. Pause before take the sound book home and theircard up on the board. Imitate eating understand the link between the (Track 74) the words (lemon, lion, lollipop) and ‘homework’ is to practise saying the letter sounds and words in books. Put up the lemon, lion and lollipop encourage the pupils to name the sound with their parents.a sour lemon and say: /l/, lemon! Point to the lemon and say: Look! A phonics cards on the board. Point to items for you. Pupils’ books open. Point to and elicit lemon! The pupils repeat after you.Encourage the pupils to do the same. the sound of the letter and the words. Follow the same procedure for the the lemon and say: /l/, lemon! The e.g. Teacher: /l/Say the letter. The pupils perform the Play the CD.The pupils listen, point to lion and the lollipop. Play the CD.Theaction and say the letter and the and repeat the words.The pupils then pupils listen and point to the lemon, pupils repeat after you. Follow the Pupils: lemonword if they can. Follow the same colour in the letters. Explain to them lion and lollipop. same procedure and present the restprocedure with the words lion (mime that they can use any colour they like. of the verses and the words lion and Teacher: /l/,/l/,/l/roaring) and lollipop (imitate licking During this process, go around the Say: a lemon. Ask the pupils to point lollipop. Play the CD.The pupils listen,a lollipop). classroom and elicit the letter and to the corresponding item in the follow in their books and chant. Pupils: lemon! etc the words from individual pupils. picture. Repeat with the rest of theWrite the letter Ll on the board next items in random order.to the phonics cards. Point to it andsay: This is the letter /el/. The letter/el/ makes the /l/ sound. The pupilsrepeat both sounds.54 55

Unit 12 Lesson 2 book and say: /l/, lamp! Encourage Aims the pupils to do the same. Say the to practise the sound of the letter Ll letter. The pupils perform the action and the corresponding words; to learn and say the letter and the word if and practise reading skills; to sing a they can. Play the CD. The pupils song listen, point to and repeat the word. Vocabulary Point to the pictures and have pupils • lemon, lion, lollipop name them. Allow the pupils some time to colour in the pictures of the Sight Words • who, has, a, the words that start with the /l/ sound. Extra materials Go around the classroom providing • i-Learn My Phonics cards (45-47) any necessary help.BEGINNING THE LESSON CRAFTWORK (Optional)Ask the pupils to open their sound Provide the pupils with some cardbooks, name the letter and say the stock paper.Alternatively, ask them tosound of the letter. bring some from the previous lesson. Ask the pupils to choose one of thePut up the phonics cards on the words. Have them draw the letter L onboard.Name the items,one at a time. the paper. Tell them to decorate theThe pupils mime the corresponding letter so that it represents the wordactions and say the sound of the they have chosen. When they finish,letter. they present their letters to the class.e.g. Teacher: (pointing to the Display their work in the classroom. lemon) lemon Class: (imitating eating a sour lemon) /l/ etc4 Listen. Read along. 5 Song (Track 77) ENDING THE LESSON Lesson 3 Play the song (Track 77) from the ENDING THE LESSON previous lesson.The pupils listen and (Track 76) (to the tune of ‘The Animals Went in Memory Game Aims sing along. Ask the pupils to close their books. Two by Two’) Put up the phonics cards on the to practise the letter Ll /el/ and its Choose one of the phonics cardsAsk: Can you see the /l/ – lemon? board and ask the pupils to memorise sound /l/ and the corresponding 6 Say the words. Circle the from the lesson, e.g. lion, and invite a Put up the lemon, lion and lollipop the order in which the items appear. words; to learn an extra L word pupil to come to the board andPoint to it. Encourage the pupils to phonics cards on the board. Point to Remove the phonics cards and ask right letters. mime it. The rest of the class tries topoint to the picture of the lemon. the lion and say: The lion has a individual pupils to name the items in Vocabulary guess the word.Repeat with lion and lollipop. lollipop, hurrah, hurrah! The pupils the correct order.Change the order of • lemon, lion, lollipop, lamp Refer the pupils to the pictures and repeat after you. Follow the same the phonics cards and repeat the elicit the word for each.The pupils then Lesson 4 — Activity BookPlay the CD. Have the pupils listen to procedure and present the rest of the activity. Extra materials circle the right letters that correspondthe story once. Play the CD again. song. Play the CD. The pupils listen • i-Learn My Phonics cards (45-48); to each picture. (see page 78)The pupils listen and point to the and sing along. • card stock paperpictures of the key words when they 7 Listen, point and repeat.hear them in the story. Ask the pupils to take out their own BEGINNING THE LESSON lemon, lion and lollipop picture cards Colour the pictures of theRead the story. The pupils follow in and place them on their desks. Play Put the lemon, lion and lollipop words that start with the ltheir books. Then they work in pairs. the CD again. The pupils listen and phonics cards on the board. Write sound. Say the l words.One reads while the other one hold up the corresponding picture the initial letter of the word below (Track 78)checks and then they swap roles. cards. each phonics card.Ask the pupils toGo around the classroom providing copy and complete the words in Show the pupils the lamp phonicsany necessary help. (See p. 72 for the Tapescript.) their notebooks. card. Point to it and say: /l/ – lamp.Point to and say the sight words. Thepupils repeat after you.Time permitting, The pupils repeat after you. Mimehave some pupils read them aloud. turning on a lamp and reading a56 57

Unit 13 Tapescript Lesson 1 /m/, moon, /m/, /m/, /m/, moon! Aims Moon, /m/, /m/, /m/! to learn the letter Mm /em/ and its sound /m/; to learn three Mm words /m/, moue, /m/, /m/, /m/, mouse! Vocabulary Mouse, /m/, /m/, /m/! • moon, mouse, milk /m/, milk, Sight Words /m/, /m/, /m/, milk! • can, you, see, the Milk, /m/, /m/, /m/! Extra materials Extension (Optional) • i-Learn My Phonics cards (45-51); • photocopies of pages from story 1 Divide the pupils in three groups books (moon, mouse, milk). Each group says the appropriateBEGINNING THE LESSON chant while the rest of the class claps. Ask the groups to showPut up the phonics cards from the their corresponding pictureprevious lesson on the board. Below cards while they chant.each one, write the first and lastletters and ask individual pupils to 2 Divide the pupils in three groupscome to the board and complete (moon, mouse, milk). Play thethe words. chant again. Each group mimes the corresponding actions.1 Listen, point and repeat. pairs/groups. Hand out photocopies Tapescript Ask the pupils to colour the moon, Ask the pupils to take out their own ENDING THE LESSON Colour. (Track 79) of pages from some story books.The mouse and milk using any colour moon, mouse and milk picture cards pupils search for and circle the letter /m/ – moon they like. Go around the classroom, and place them on their desks. Play My Sound BookPupils’books closed.Show the pupils Mm on these pages. You can set a /m/ – mouse asking pupils to name the item they the CD again. The pupils listen and Ask the pupils to take out their soundthe moon phonics card. Point to it time limit and the winner is the pupil/ /m/ – milk are colouring. hold up the corresponding picture books (see the Introduction on how pair/group that has circled the most e.g. Teacher: (pointing to the cards. to make a sound book). Use a letterand say: /m/.The pupils repeat after Mms. This game can help the pupils This is the letter /em/. The letter stamp or photocopy the letter Mmyou.Then say: /m/ – moon.The pupils understand the link between the /em/ makes the /m/ sound. moon) What’s this? Time permitting, repeat the chant from the photocopiable section and letter sounds and words in books. Pupil 1: The moon. etc without the CD this time. Keep the stamp/glue it on a clean page.repeat after you. Put the phonics 2 Listen and point. Colour. rhythm by clapping your hands or Explain to the pupils that they willcard up on the board.Imitate looking Pupils’ books open. Point to and 3 Chant and show! (Track 81) snapping your fingers. Pause before take the sound book home and their elicit the sound of the letter and the (Track 80) the words (moon, mouse, milk) and ‘homework’ is to practise saying theat the sky and say: /m/, moon! words. Play the CD. The pupils listen, Put up the moon, mouse and milk encourage the pupils to name the sound with their parents. point to and repeat the words. The Point to the moon and say: Can you phonics cards on the board. Point to items for you.Encourage the pupils to do the same. pupils then colour in the letters. see the moon? The pupils repeat afterSay the letter. The pupils perform the Explain to them that they can use you. Follow the same procedure for the moon and say: /m/, moon! The e.g. Teacher: /m/action and say the letter and the any colour they like. During this the mouse and the milk. Play the CD.word if they can. Follow the same process, go around the classroom The pupils listen and point to the pupils repeat after you. Follow the Pupils: moonprocedure with the words mouse and elicit the letter and the words moon, mouse and milk. same procedure and present the rest(use your hands to mime big ears from individual pupils. of the verses and the words mouse Teacher: /m/, /m/, /m/while squeaking) and milk (imitate Say: the moon. Ask the pupils to and milk.Play the CD.The pupils listen,drinking). point to the corresponding item in follow in their books and chant. Pupils: moon! etc the picture. Repeat with the rest ofWrite the letter Mm on the board next the items in random order.to the phonics cards. Point to it andsay: This is the letter /em/. The letter/em/ makes the /m/ sound.The pupilsrepeat both sounds.Game (Optional)Where’s the Letter?The pupils work on their own or in58 59

Unit 13 Lesson 2 7 Listen, point and repeat. Aims Colour the pictures of the to practise the sound of the letter Mm words that start with the m and the corresponding words; to learn sound. Say the m words. and practise reading skills; to sing a (Track 85) song Show the pupils the monkey phonics Vocabulary • moon, mouse, milk card. Point to it and say: /m/ – Sight Words monkey.The pupils repeat after you. • can, you, see, the, on, with, some Put one hand on top of your head and the other underneath your Extra materials • i-Learn My Phonics cards (49-51) armpit scratching and say: /m/, picture picture monkey! Encourage the pupils to do the same. Say the letter. The pupilsBEGINNING THE LESSON perform the action and say the letter and the word if they can. Play theAsk the pupils to open their sound CD. The pupils listen, point to andbooks, name the letter and say the repeat the word.sound of the letter. Point to the pictures and have pupilsPut up the phonics cards on the name them. Allow the pupils someboard. Name the items, one at a time. time to colour in the pictures of theThe pupils mime the correspondingactions and say the sound of the letter. words that start with the /m/ sound.e.g. Teacher: (pointing to the Go around the classroom providing moon) moon any necessary help. Class: (imitating looking at CRAFTWORK (Optional) the sky) /m/ etc Provide the pupils with some card4 Listen. Read along. 5 Song (Track 83) ENDING THE LESSON Lesson 3 Play the song (Track 83) from the stock paper.Alternatively, ask them to previous lesson.The pupils listen and bring some from the previous lesson. (Track 82) (to the tune of ‘In a Cottage in a Run and Touch Aims sing along. Ask the pupils to choose one of the Wood’) Divide the class into two teams, A to practise the letter Mm /em/ and its words. Have them draw the letter MAsk: Can you see the /m/ – moon? and B. Put up the phonics cards on sound /m/ and the corresponding 6 Listen and circle yes or no. on the paper. Tell them to decorate Put up the moon, mouse and milk the board. Say one of the words.Two words; to learn an extra M word the letter so that it represents the wordPoint to it. Encourage the pupils to phonics cards on the board. Point to pupils, one from each team, call out (Track 84) they have chosen. When they finish,point to the picture of the moon. the mouse and say: Mandy Mouse is the word as they race to touch its Vocabulary they present their letters to the class.Repeat with mouse and milk. on the moon! The pupils repeat after corresponding phonics card.The first • moon, mouse, milk, monkey Refer the pupils to the pictures and Display their work in the classroom. you. Follow the same procedure and pupil to touch the phonics card wins elicit the word for each. Play the CD.Play the CD. Have the pupils listen to present the rest of the song. Play the a point for his/her team. The team Extra materials The pupils listen and circle yes or nothe story once. Play the CD again. CD.The pupils listen and sing along. with the most points wins. • i-Learn My Phonics cards (49-52); for each picture.The pupils listen and point to the • card stock paperpictures of the key words when they Ask the pupils to take out their own Tapescript Three Five ENDING THE LESSONhear them in the story. moon, mouse and milk picture cards BEGINNING THE LESSON kitten jelly and place them on their desks. Play One The pupils work in pairs. One pupilRead the story. The pupils follow in the CD again. The pupils listen and Which One is Missing? mouse takes out his/her own moon, mouse,their books. Then they work in pairs. hold up the corresponding picture Scatter the moon, mouse and milk milk,monkey picture cards and showsOne reads while the other one cards. phonics cards face up on the table. Two Four Six each one to the other pupil who haschecks and then they swap roles. Give the pupils a minute to look at lollipop moon milk to say the word.Go around the classroom providing (See p. 72 for the Tapescript.) them, then have them close their eyesany necessary help. and take away one phonics card.Tell the pupils to open their eyes and Lesson 4 — Activity BookPoint to and say the sight words. The name the phonics card that is missing. (see page 78)pupils repeat after you.Time permitting,have some pupils read them aloud.60 61

Story Time Optional Story Time ActivitiesAims 1 Ask pupils to change parts or allto consolidate the sound of the lettersIi, Jj, Kk, Ll and Mm and the of the story and present it to thecorresponding words; to learn andpractise reading skills class.Vocabulary e.g. Here is my ! • consolidation 2 Photocopy the story and theExtra materials speech bubbles from the • i-Learn My Phonics cards (33-52) photocopiable section, one set per pair.Make sure they are not inBEGINNING THE LESSON the right order. The pupils: 1) put the frames of the story in the rightPass the Phonics Card order before they listen to checkLine up the pupils into two teams. and/or 2) match the frames toGive the first pupil of each team a the speech bubbles and listen tophonics card. Say: Go! The pupils check their answers.say the corresponding words andpass the phonics card over their 3 Pupils choose their favouriteheads to the pupils behind them, animal or object from the storywho say the word and pass the and they draw it.phonics card between their legs tothe pupils behind them. The pupils Ask pupils to read out the words. Play the CD and ask the pupils to 2 Read and draw. words from the story (the igloo, thecontinue to pass the phonics card Invite guesses, in L1 if necessary, listen and follow the story in their jelly, the lion, the lollipop, the kitten,over their heads and between their about what they think the story is books, pointing to the pictures of the Point to the sentences and elicit the the kite, the mouse, the moon). If youlegs.The last pupil in each line races about. Do not dismiss any ideas. key words. animals in each.Ask the pupils to say wish, have the pupils come to theto hand their phonics card to the what each animal has, according to front of the classroom and act outteacher and says the word. The first Ask the pupils to look at the book. Play the CD again pausing for the the story. The pupils then draw those the story. Encourage them to haveteam to do so wins a point. Continue Set the scene by asking the pupils pupils to repeat, chorally and/or items. Explain to them that they can fun as they perform (e.g.make noisesthe game a many times as you think questions about what they can see individually. Finally, ask individual use any colour they like. or funny faces as they mime, etc).necessary. in the pictures. pupils to read the story aloud. Time permitting, you can assign the e.g. Teacher: (pointing to the jelly ENDING THE LESSON role of the ‘narrator’ to a pupil/pupils.1 Listen. Read along. Extension (Optional) in picture 1) Look! Act out: Read the sentences in the (Track 86) What’s this? Say one of the words from the lesson, story. Invite the pupils to mime the key Class: (It’s) jelly! e.g. lollipop. Ask a pupil to come toTell the pupils that it’s story time. Ask Teacher: (pointing to the igloo the board and draw its shape. Askthem, in L1 if necessary, if they in picture 1) Yes! The the rest of the class for verification.remember the previous story. If not, jelly is in the …you can spend some time going Class: igloo! etcthrough it. Write the following wordson the board or prepare some slipsof paper with the words on them.Youcan laminate them for future use. mouse igloo lion lollipop kitten kite moon62 63

Review 3 Optional Review Activities (Ii, Jj, Kk, Ll, Mm) 1 Back writing: The pupils are in pairs.They take it in turn to ‘draw’BEGINNING THE LESSON a letter on their friend’s back. Their friend has to name theThe Reading Tree sound of the letter.Refer the pupils to the reading treeon the wall. (For ideas on how to 2 Jump to the sound: Go aroundmake it, see Review 1.) the class and assign a sound to each pupil. Say a word. The pupil(s) with the corresponding initial sound jump(s) up and say(s) the sound. e.g. Teacher: Moon Pupil: (jumping up) /m/ 3 Chinese Whispers: Whisper a word to a pupil. The pupil whispers it to the next pupil and on it goes.The last pupil says the word.Prepare some simple cards with the 1 Circle the right letters. Say 2 Match the letters and the 3 Say the words. Circle the Tapescriptwords the pupils have learnt so far (Ii One– Mm). If you wish, you can laminate the letters and the sound. pictures. ones that begin with the Look! A lion!them so that you can use them same sound. Twoagain and again. Explain the activity.The pupils look at Explain the activity. The pupils draw Look! The moon! each picture and circle the correct lines from the upper case letters that Explain the activity.The pupils say the ThreeHand out the cards to various pupils. corresponding letter for each. Go correspond to the pictures to the lower words for each picture.Then they circle Look! An iguana!Ask the pupils to say the initial sound around the classroom providing any case letters.Go around the classroom the ones that begin with the same Fourand/or the word before they come necessary help. providing any necessary help. sound. Go around the classroom Look! A kite!and stick it on the corresponding providing any necessary help.branch. Ask the rest of the class for Note: The pupils are now ready to doverification.An optional extension to 4 Listen and choose A or B. pages 32-33 in the Activity Book.this activity is to select pupils, one ata time, to remove the cards. The (Track 87) Review 3 — Activity Bookpupils say the sound and/or the (see page 78)words before they remove the cards. Explain the activity. Elicit the pictures. The pupils listen and circle A or B. Go around the classroom providing any necessary help.64 65

Extra Check 2 Hold up the phonics cards of the items in activity 2. Ask pupils forBEGINNING THE LESSON verification. e.g. Teacher: (holding up the ?The Reading Tree phonics card) IsRefer the pupils to the reading tree this a …?on the wall (By now all the words are Pupil 1: Yes.on the tree). Teacher: (holding up the ? phonics card) Is this a …? Pupil 2: No.Ask pupils to go to the tree and Optional Activities 2 Musical letters: Pupils sit in a 2 Match and write. Optional Activitieschoose a card. They show it to the circle. Give some of the pupilsclass and say the sound and/or the 1 Pin up some of the phonics some phonics cards (make sure Explain the activity. Elicit the letters 1 Ask pupils to choose one of theword. Ask the rest of the class for word cards around the room in the phonics cards of the items and the sounds for each. The pupils items in Activity 2 to draw on averification. random order (make sure the in activity 1 are in them). Play a look at each letter and draw lines to piece of paper. Pupils then show phonics cards of the items in song from a unit. While the the corresponding pictures.Then they their pictures to their friends whoThe Soft Ball Game activity 1 are in them). Write a music is playing, pupils pass the write the upper and lower case for try to guess the item.Bring in a soft ball.Pupils are in a circle. letter on the board, one at a phonics cards around. When each letter.Go around the classroomIn the centre of the circle put some of time, and ask a child to find the the song stops, the pupils providing any necessary help.the phonics cards. Pupils throw the corresponding phonics card holding a phonics card tell youball to one another.Whoever receives from the ones around the room. the sound of the letter.the ball has to name a word from thephonics cards to the person whothrew it to them.1 Look and put a tick (✓) or a cross (✗).Explain the activity. Elicit the lettersand the sounds for each.The pupilslook at each letter and picture andput a tick or a cross. Go around theclassroom providing any necessaryhelp.66 67

Extra Check The Alphabet3 Listen and write the letters. D! Say the letters, sing with me! The pupils repeat after you. Follow the Then circle the right pictures. same procedure and present the (Track 88) rest of the song. Play the CD. The pupils listen and sing along.Explain the activity.The pupils listen tothe recording and write the upper and Ask the pupils to take out their ownlower case letters they hear.Then they Aa-Mm picture cards and placecircle the right picture that corresponds them on their desks. Play the CDto the letter. Go around the classroom again.The pupils listen and hold upproviding any necessary help. the corresponding picture cards. Tapescript (See p. 72 for the Tapescript.) One ENDING THE LESSON /g/ Before going into class Prepare two sets of 13 cards Two (A–M), one set with upper case, the other with lower case. /d/ Hand out the upper and lower case Three letter cards to the pupils. Ask the pupils to find their letter partner. /e/ Aims Teacher: Correct! The letter /eI/ Extension (Optional) Four to consolidate the sounds of the letters Aa – Mm and the makes the sound … 1 Allocate two areas in the /I/ corresponding words classroom,one for the upper case Class: /œ/! letters (e.g. left side of the room) Five Vocabulary and one for the lower case letters • consolidation Then ask individual pupils which words (e.g.right side of the room).Shuffle /m/ begin with the letter A.Alternatively,ask the upper and lower case letter Extra materials individual pupils to write them on the cards and hand them out to the Six • two sets of 13 cards (A-M), board. Continue the activity with the pupils. Play the song (Track 90). remaining letters. When the music stops, the pupils /k/ one set with upper case, the look at their letter cards and go to other with lower case 1 Listen, point and repeat. the corresponding allocated areaOptional Activities in the classroom. BEGINNING THE LESSON (Track 89) 1 Pupils use any of the items in 2 Shuffle the upper and lower case activity 3 and make them using Write the letter A on the board and Point to and elicit the sound of each letter cards and hand them out plasticine. revise/elicit the sound from the pupils. letter and the pictures. Play the CD. to the pupils. Starting with the e.g. Teacher: (pointing to the letter The pupils listen, point to and repeat letter A, the pupils come to the 2 Put some of the phonics cards on the letters. front of the classroom, one by the board. Write the respective A) This is the letter … one, matching the upper case words on separate slips of paper. 2 Song (Track 90) letters with the lower case letters. Hand out the pieces of paper to Class: A (/eI/)! the pupils and ask them to line Write the letters A, B, C, D on the up at the front of the class in the board. Point to them and say: A-B-C- same order as the phonics cards. Repeat with another group of children. frog tree jug68 kite moon 69

See the Introduction for instructions on how to play the board game. 3 34 2 Play 35 1 Again! 33 30 4 32 36 5 31 37 38 7 23 8 24 29 6 Play Again!9 12 13 11 10 22 25 28 15 21 27 Miss 14 a Turn! 16 26 17 Miss 20 a Turn!70 19 18 71

Activity Book (Key & Instructions)Unit 1 Unit 5 There is a hen with a hat, Unit 12 Unit 1 Portfolio and then colour them.Then they say With a hat! what appears in the picture. GoA for ant The elf is with an elephant, There is a hen with a hat, The lion has a lollipop, 1 Trace and say. Ask the pupils to go to the Portfolio around the classroom providing anyAnd apple, too, Elephant, elephant! With a hat! hurrah, hurrah! page for Unit 1. Explain the activity. necessary help.A for alligator! The elf is with an elephant, A happy hen The lion has a lollipop, Write the letter A on the board to The pupils trace the letters andAn ant for you, An ele-elephant! With a ha-ha-happy hat! hurrah, hurrah! demonstrate its formation. Point to it colour in the pictures. Then they cut PortfolioAn apple, too, There is a hen with a hat, The lion has a lollipop, and elicit its sound. Then show the out the page and give it to you.And an alli-alligator! Hello, elf and elephant, With a hat! The lion has a lemon, too! formation in the air, taking care when Display their work in the classroom. Ask the pupils to go to the Portfolio Elephant, elephant! A lemon and a lollipop, facing the pupils that the letter is The pupils can do this activity at page for Unit 2. Explain the activity.Unit 2 Hello, elf and elephant, Unit 9 Just for me and you! formed the correct way for them. home. The pupils trace the letters and I am Mister Egg! Repeat with a. The pupils then trace colour in the pictures. Then they cutThe bee on the bed goes Here is my igloo, Unit 13 the letters. Go around the classroom Unit 2 out the page and give it to you.Buzz, buzz, buzz, Unit 6 Here is my ink! providing any necessary help.Ask the Display their work in the classroom.Buzz, buzz, buzz, Here is my igloo, Mandy Mouse pupils to say the sound of the letters. 1 Trace and say. The pupils can do this activity atBuzz, buzz, buzz! Frank is a funny frog, Here is my ink! Is on the moon! home.The bee on the bed goes Frank is a funny frog, Here’s my iguana Mandy Mouse Write the letter B on the board toBuzz, buzz, buzz, Frank is a funny little frog, With my ink – Is on the moon! 2 Write the letter Aa.Then demonstrate its formation. Point to it Unit 3Buzz, buzz, buzz! Croak, croak! My iguana with my i-i-ink! Mandy Mouse and elicit its sound. Then show the Is on the moon tick (✓). formation in the air, taking care whenThe ball on the bed goes Fin is a funny fish, Unit 10 With some m, m, milk! facing the pupils that the letter isBoing, boing, boing, Fin is a funny fish, Explain the activity.The pupils write the formed the correct way for them. 1 Trace and say.Boing, boing, boing, Fin is a funny little fish, Oh, jelly is yum, yum, yum! The Alphabet letters Aa in the boxes and then tick Repeat with b. The pupils then traceBoing, boing, boing! Bloop, bloop! Jolly, jolly, jelly! the correct pictures that correspond the letters. Go around the classroom Write the letter C on the board toThe ball on the bed goes Oh, jelly is yum, yum, yum! A-B-C-D, to the letter.Go around the classroom providing any necessary help.Ask the demonstrate its formation. Point to itBoing, boing, boing, Fog is a funny fox, Jolly, jolly, jelly! Say the letters, providing any necessary help. pupils to say the sound of the letters. and elicit its sound. Then show theBoing, boing, boing! Fog is a funny fox, Sing with me! formation in the air, taking care Fog is a funny little fox, Oh, jam is yum, yum, yum! A-B-C-D! Answer key 2 acrobat when facing the pupils that the letterUnit 3 Yap, yap! Jolly, jolly, jam! A-B-C-D! 1 ant is formed the correct way for them. Oh, jam is yum, yum, yum! Repeat with c.The pupils then traceTickety, tickety, tock! Unit 7 Jolly, jolly, jam! E-F-G-H, 3 Trace and write a. 2 Trace and match. the letters. Go around the classroomI am a cat on a clock! Say the letters providing any necessary help. AskI have a carrot on the clock, Look at my garden, Oh, juice is yum, yum, yum! On the page! Explain the activity.The pupils have to Explain the activity. The pupils trace the pupils to say the sound of theTickety, tickety, tock! Look at the goat! Jolly, jolly, juice! E-F-G-H! trace the lines to reach the dot and the letters in the boxes and then letters. A goat in my garden, Oh, juice is yum, yum, yum! E-F-G-H! then write a. Allow the pupils some draw lines to the correct picturesUnit 4 A g, g, g, goat! Jolly, jolly, juice! time to complete the activity. Check that correspond to each letter. Go 2 Trace and match. I-J-K-L-M, the pupils’ answers by holding up around the classroom providing anyIt is a dragon with a drum, Look at my garden, Unit 11 Say the letters, your book and drawing an imaginary necessary help.Boom, boom-boom! Look at the glass! Point to them! line.Boom, boom-boom! A glass in my garden, The koala has a kitten I-J-K-L-M! Answer key 2 Bb – bed Explain the activity. The pupils traceIt is a dragon with a drum, A g, g, g, glass! And the kitten has a kite! I-J-K-L-M! Answer key 1 Aa – ant the letters in the boxes and thenBoom-boom, The koala has a kitten draw lines to the correct picturesBoom-boom, Unit 8 And the kitten has a kite! 1 ant 3 apple 3 Colour the right pictures. that correspond to each letter. GoBoom-boom! K, k, kitten, 2 alligator around the classroom providing any There is a hippo with a hat, Fly your k, k, kite! Explain the activity.The pupils colour necessary help.It is a dragon with a dog, With a hat! The koala has a kitten the pictures that correspond to eachBow, wow-wow! There is a hippo with a hat, And the kitten has a kite! 4 Circle the pictures of the letter. Allow the pupils some time to Answer key 3 C – clockBow, wow-wow! With a hat! complete the activity. Go around theIt is a dragon with a dog, A happy hippo words that begin with the classroom providing any necessary 1 A – appleBow-wow, wow-wow, With a ha-ha-happy hat! a sound. help. 2 B – beeWow-wow! There is a hippo with a hat, With a hat! Point to and elicit the pictures. The Answer key 3 Write the letter Cc. Colour pupils circle the pictures of the words that begin with the a sound. Go Aa – apple, ant the pictures that start with around the classroom providing any Bb – bed, ball the c sound. necessary help. 4 What is it? Colour the Bb Explain the activity. The pupils write Answer key the letter Cc in the box and colour letters and say. the pictures that start with the c The pupils circle the acrobat, ant, sound. Explain to them that they can apple and alligator. Explain the activity. The pupils find use any colour they like. Allow the the shapes that have the letters Bb pupils some time to complete the72 73

Activity Book (Key & Instructions)activity. Go around the classroom 3 What are they? Join the dots 2 What’s next? Write. 2 Trace and match. around the classroom providing any Unit 7providing any necessary help. necessary help.Ask the pupils to say and colour.Then match. Explain the activity. Read the letters in Explain the activity.Point to each letter the sound of the letters. 1 Trace and say.Answer key the first item and elicit what comes and elicit its name and its sound.PointThe pupils colour the cat, car, carrot Explain the activity.The pupils join the next. The pupils read the letters and to the pictures and elicit their names. 2 Trace and match. Write the capital letter G on theand clock. dots to complete the pictures and write the correct letter in the boxes.Go The pupils trace the letters.Then they board to demonstrate its formation. colour them. Explain to them that around the classroom providing any match the letters to the pictures. Go Explain the activity.Point to each letter Point to it and elicit its sound. Then4 Say the sounds.Trace the they can use any colour they like. necessary help. around the classroom providing any and elicit its name and its sound. show the formation in the air, taking Then the pupils match the pictures to necessary help. Point to the pictures and elicit their care when facing the pupils that the right shape. the correct sentences below. Allow Answer key 3D names. The pupils trace the letters. letter is formed the correct way for the pupils some time to complete the 1B 2C Answer key Then they match the letters to the them. Repeat with the small letter g.Explain the activity.The pupils say the activity. Go around the classroom 1 Aa – acrobat pictures. Go around the classroom The pupils then trace the letters. Gosounds for each letter and trace the providing any necessary help. 3 Write the beginning letter. 2 Ee – elbow providing any necessary help. around the classroom providing anycorrect corresponding shape for each necessary help.Ask the pupils to saypicture. Go around the classroom Answer key Explain the activity. Elicit the words 3 What is it? Colour the Ee Answer key 3 Ff – fox the sound of the letters.providing any necessary help. for each picture.The pupils write the 1 It is a drum. upper and lower case beginning letters and say. 1 Cc – carrot 2 Trace and match.Portfolio 2 It is a dog. letter for each picture in the boxes. 2 Ee – elfAsk the pupils to go to the Portfolio 3 It is a dragon. Go around the classroom providing Explain the activity. The pupils find Explain the activity.Point to each letterpage for Unit 3.Explain the activity.The any necessary help. and colour the letters. Explain to 3 Which one begins with the and elicit its name and its sound.Pointpupils trace the letters and colour in 4 Tick (✓) the words that them that they can use any colour to the pictures and elicit their names.the pictures. Then they cut out the they like. f sound? Write. The pupils trace the letters.Then theypage and give it to you. Display their start with the d sound. match the letters to the pictures. Gowork in the classroom.The pupils can Answer key 3 Cc 4 Help the elf go to the Explain the activity.Point to the pictures around the classroom providing anydo this activity at home. Explain the activity. The pupils tick 4 Aa and elicit their names.The pupils look necessary help. the items that start with the d sound. 1 Bb elephant. Follow the e! at the pictures and write Ff under the Go around the classroom providing 2 Dd ones whose names begin with the f Answer key any necessary help. Explain the activity. The pupils draw sound. Go around the classroom Unit 4 4 Draw. lines to join all the es.Allow the pupils providing any necessary help. 1 Ee – elephant Answer key some time to complete the activity. 2 Ff – fish1 Trace and say. Explain the activity. Refer the pupils to Check the pupils’ answers by Answer key 3 fox 3 Gg – glass The pupils tick items 1, 3, 4 and 6. the upper and lower case letters in holding up your book and drawing 4 forkWrite the letter D on the board to the grid as well as the sentences an imaginary line. 1 frog 3 Write the letter Gg.Tick (✓)demonstrate its formation. Point to it Portfolio below it.The pupils read the sentences 2 fishand elicit its sound. Then show the and draw the corresponding items in Portfolio the pictures that begin withformation in the air, taking care when Ask the pupils to go to the Portfolio the correct box of the grid. Allow the Ask the pupils to go to the Portfolio 4 What is it? Circle and say. the g sound.facing the pupils that the letter is page for Unit 4.Explain the activity.The pupils some time to draw the pictures. page for Unit 5.Explain the activity.Theformed the correct way for them. pupils trace the letters and colour in Go around the classroom providing pupils trace the letters and colour in Explain the activity.Point to the pictures Explain the activity. Point to theRepeat with d. The pupils then trace the pictures. Then they cut out the any necessary help. the pictures. Then they cut out the and elicit their names.The pupils look pictures and elicit their names. Thethe letters. Go around the classroom page and give it to you. Display their page and give it to you. Display their at the pictures and circle the correct pupils write the letter Gg in theproviding any necessary help.Ask the work in the classroom.The pupils can Unit 5 work in the classroom.The pupils can words. Go around the classroom space provided. Then they look atpupils to say the sound of the letters. do this activity at home. do this activity at home. providing any necessary help. the pictures and tick the ones whose 1 Trace and say. names begin with the g sound. Review 1 Unit 6 Answer key Write the capital letter E on the Answer key2 Trace and match. 1 Say the words. Circle the board to demonstrate its formation. 1 Trace and say. 1 fox 3 bee Point to it and elicit its sound. Then 2 frog 4 drum The pupils tick the gorilla, the goat beginning sound. show the formation in the air, taking Write the capital letter F on the and the glass.Explain the activity. The pupils trace care when facing the pupils that the board to demonstrate its formation.the letters in the boxes and then Elicit the word for the first picture and letter is formed the correct way for Point to it and elicit its sound. Then Portfolio 4 What is it? Colour the Ggdraw lines to the correct pictures the beginning sound. Explain the them. Repeat with the small letter e. show the formation in the air, takingthat correspond to each letter. Go activity.The pupils say the words and The pupils then trace the letters. Go care when facing the pupils that the Ask the pupils to go to the Portfolio letters and say.around the classroom providing any circle the beginning sound for each. around the classroom providing any letter is formed the correct way for page for Unit 6.Explain the activity.Thenecessary help. Go around the classroom providing necessary help.Ask the pupils to say them. Repeat with the small letter f. pupils trace the letters and colour in Explain the activity.The pupils look at any necessary help. the sound of the letters. The pupils then trace the letters. Go the pictures. Then they cut out the the picture, colour the letters andAnswer key page and give it to you. Display their say the letter and the sound. Go 3 Cc – car Answer key work in the classroom.The pupils can around the classroom providing any 1 Aa – acrobat 4 Dd – doll do this activity at home. necessary help. 2 Bb – bear 1a 4a 7b 2c 5c 8d 3d 6b 9b74 75

Activity Book (Key & Instructions)Portfolio 4 Circle the pictures of the Answer key around the classroom providing any formation in the air, taking care when The pupils trace the letters and colour necessary help. facing the pupils that the letter is in the pictures. Then they cut out theAsk the pupils to go to the Portfolio words that start with the Ee – elbow formed the correct way for them. page and give it to you. Display theirpage for Unit 7. Explain the activity. same sound. Ff – frog Answer key 3 Ii – igloo Repeat with j. The pupils then trace work in the classroom.The pupils canThe pupils trace the letters and Gg – gorilla the letters. Go around the classroom do this activity at home.colour in the pictures. Then they cut Explain the activity.Point to the pictures Hh – horse 1 Aa – ant providing any necessary help.Ask theout the page and give it to you. and elicit the names of the items.The 2 Ee – egg pupils to say the sound of the letters.Display their work in the classroom. pupils look at the pictures at the leftThe pupils can do this activity at and circle the pictures that start with 3 Write the beginning sound. 3 Write the letter Ii. Colour Unit 11home. the same sound. Go around the classroom providing any necessary Explain the activity. Elicit the words the pictures that start with 2 Trace and match. 1 Trace and say. help. for each picture.The pupils write the the i sound Unit 8 upper and lower case beginning Explain the activity. The pupils trace Write the letter K on the board to Answer key letter for each picture in the boxes. Explain the activity.The pupils write the the letters in the boxes and then demonstrate its formation. Point to it1 Trace and say. Go around the classroom providing letter Ii in the box and then they colour draw lines to the correct pictures and elicit its sound. Then show the 1 elephant, egg, elbow any necessary help. the pictures that start with the I sound. that correspond to each letter. Go formation in the air, taking care whenWrite the capital letter H on the 2 hat, hen, hippo Explain to them that they can use any around the classroom providing any facing the pupils that the letter isboard to demonstrate its formation. 3 gorilla, garden, goat Answer key colour they like.Allow the pupils some necessary help. formed the correct way for them.Point to it and elicit its sound. Then 4 fork, fish, frog time to complete the activity. Go Repeat with k. The pupils then traceshow the formation in the air, taking 1 Ee 3 Gg around the classroom providing any Answer key 3 Jj – jam the letters. Go around the classroomcare when facing the pupils that the Portfolio 2 Hh 4 Ff necessary help. providing any necessary help.Ask theletter is formed the correct way for 1 Gg – gorilla pupils to say the sound of the letters.them. Repeat with the small letter h Ask the pupils to go to the Portfolio 4 Use the code and write Answer key 2 Ii – insectThe pupils then trace the letters. Go page for Unit 8.Explain the activity.Thearound the classroom providing any pupils trace the letters and colour in the letters. Say the sounds. The pupils colour the ink, the igloo 3 Say the words. Circle thenecessary help.Ask the pupils to say the pictures. Then they cut out the and the iguana.the sound of the letters. page and give it to you. Display their Explain the activity. Refer the pupils correct letter. 2 Trace and match. work in the classroom.The pupils can to the upper and lower case letters do this activity at home. and their corresponding symbol.The 4 Draw. Colour. Explain the activity.The pupils look at Explain the activity. The pupils trace pupils look at the symbols and write the pictures and say the words for the letters in the boxes and then2 Trace and match. the letters.Then they say the sounds. Explain the activity. Refer the pupils to each. Then they circle the correct draw lines to the correct pictures Go around the classroom providing the sentence at the bottom of the letter. Allow the pupils some time to that correspond to each letter. GoExplain the activity.Point to each letter Review 2 any necessary help. page. The pupils draw and colour complete the activity. Go around the around the classroom providing anyand elicit its name and its sound. their own ink inside an igloo.Allow the classroom providing any necessary necessary help.Point to the pictures and elicit their pupils some time to complete the help.names. The pupils trace the letters. 1 Tick (✓) the right pictures. Answer key activity. Go around the classroom Answer keyThen they match the letters to the providing any necessary help.pictures. Go around the classroom Elicit the letters and their sounds. 1F 3G 5E 7H Answer key 1 Ii – ink 3 Kk – koalaproviding any necessary help. Point to each picture and elicit the 2h 4e 6f 8g Answer key 1j 2h 2 Jj – jacket word and the beginning sound. 3i Explain the activity.The pupils say the The pupils draw and colour ink insideAnswer key letters and tick the pictures whose Unit 9 an igloo. 4 Say the sounds. Colour the 3 Colour the right pictures. names begin with corresponding 1 Ee – egg letter. Go around the classroom 1 Trace and say. right shape. Explain the activity.The pupils look at 2 Ff – frog providing any necessary help. the letters on the left and colour the 3 Gg – gorilla Write the letter I on the board to Portfolio Explain the activity. The pupils say right picture for each using any 4 Hh – hat demonstrate its formation. Point to it the sounds for each picture. Then colour they like.Allow the pupils some and elicit its sound. Then show the Ask the pupils to go to the Portfolio they colour the right shape for each time to complete the activity. Go3 Which are the right hats for Answer key 3 goat formation in the air, taking care when page for Unit 9.Explain the activity.The picture using any colour they like. Go around the classroom providing any 4 hippo facing the pupils that the letter is pupils trace the letters and colour in around the classroom providing any necessary help. the hens? Colour. 1 elephant formed the correct way for them. the pictures. Then they cut out the necessary help. 2 fox Repeat with i. The pupils then trace page and give it to you. Display their Answer keyExplain the activity. Point to each the letters. Go around the classroom work in the classroom.The pupils canletter and elicit its name and its 2 Match. providing any necessary help.Ask the do this activity at home. Answer key jelly – The pupils colour the igloo,the iguana,sound. The pupils look at the hens pupils to say the sound of the letters. ink – the koala,the kangaroo,the juice andand colour the corresponding letters Explain the activity. Point to the letters the jelly.using any colours they like. and elicit their sound. Point to the 2 Trace and match. Unit 10 iguana – jam – pictures and elicit the words. TheAnswer key pupils match each upper case letter Explain the activity. The pupils trace 1 Trace and say. juice – igloo – 4 Look and put a tick (✓) or to the picture whose name begins the letters in the boxes and then 1H 2F 3E 4G with that letter and then to the lower draw lines to the correct pictures Write the letter J on the board to Portfolio a cross (✗). case letter. Go around the classroom that correspond to each letter. Go demonstrate its formation. Point to it providing any necessary help. and elicit its sound. Then show the Ask the pupils to go to the Portfolio Explain the activity.The pupils look at page for Unit 10. Explain the activity. each picture, read the words and76 77

Activity Book (Key & Instructions)put a tick or a cross accordingly. Go Allow the pupils some time to Answer key Answer key 5iaround the classroom providing any complete the activity. Go around the Ii – insect 6mnecessary help. classroom providing any necessary Jj – juice 1i 3j help. Kk – kitten 2k 4l Ll – lampAnswer key Answer key Mm – monkey 2 Tick (✓) the right picture. The pupils circle the lollipop, the lion, 1✓ 3✓ 5✗ the lamp and the lemon. 3 Draw Mark’s path to his Explain the activity. Read the letters in 2✗ 4✓ 6✗ the first item and elicit which picture 4 Draw and colour. friends. Circle the letters he corresponds to it.The pupils read thePortfolio finds on his way. Say the letters and tick the correct picture.Go Explain the activity. The pupils read sounds. around the classroom providing anyAsk the pupils to go to the Portfolio the words and draw and colour the necessary help.page for Unit 11. Explain the activity. items accordingly. Go around the Explain the activity.The pupils circle theThe pupils trace the letters and colour classroom providing any necessary letters that lead to Mark’s friends.Allow Answer key 4 lionin the pictures. Then they cut out the help. the pupils some time to complete the 5 milkpage and give it to you. Display their activity. Go around the classroom 1 inkwork in the classroom.The pupils can Answer key providing any necessary help. 2 jamdo this activity at home. The pupils draw and colour a lemon 3 kitten and a lollipop using any colours they Answer key Unit 12 like. I, j, k, M, I, J, K 3 Write the beginning letter.1 Trace and say. Portfolio 4 Choose and colour. Explain the activity. Elicit the words Ask the pupils to go to the Portfolio for each picture.The pupils write theWrite the letter L on the board to page for Unit 12. Explain the activity. Explain the activity. The pupils read upper and lower case beginningdemonstrate its formation. Point to it The pupils trace the letters and colour the words and colour the pictures letter for each picture in the boxes.and elicit its sound. Then show the in the pictures. Then they cut out the that correspond to them. Explain to Go around the classroom providingformation in the air, taking care when page and give it to you. Display their them that they can use any colour any necessary help.facing the pupils that the letter is work in the classroom.The pupils can they like. Go around the classroomformed the correct way for them. do this activity at home. providing any necessary help. Answer keyRepeat with l. The pupils then tracethe letters. Go around the classroom Unit 13 Answer key 1 Ii 3 Kk 5 Jjproviding any necessary help.Ask the The pupils colour a mouse, a dragon 2 Ll 4 Mmpupils to say the sound of the letters. 1 Trace and say. and a kitten. 4 What’s next? Write.2 Trace and match. Write the letter M on the board to Portfolio demonstrate its formation. Point to it Ask the pupils to go to the Portfolio Explain the activity. Refer the pupils toExplain the activity. The pupils trace and elicit its sound. Then show the page for Unit 13. Explain the activity. the pictures and the sounds theythe letters in the boxes and then formation in the air, taking care when The pupils trace the letters and colour begin with.The pupils look at the orderdraw lines to the correct pictures facing the pupils that the letter is in the pictures. Then they cut out the of the pictures and write the upperthat correspond to each letter. Go formed the correct way for them. page and give it to you. Display their and lower case letter of the soundaround the classroom providing any Repeat with m.The pupils then trace work in the classroom.The pupils can that follows.Go around the classroomnecessary help. the letters. Go around the classroom do this activity at home. providing any necessary help. providing any necessary help.Ask theAnswer key pupils to say the sound of the letters. Review 3 Answer key 1 Ii – iguana 2 Trace and match. 1 Colour the right letters. 1 Ll 2 Jj 3 Ll 2 Jj – jelly 3 Kk – kangaroo Explain the activity. The pupils trace Elicit the word for the first picture and 4 Ll – lion the letters in the boxes and then the beginning sound. Explain the draw lines to the correct pictures activity. The pupils colour the right3 Which ones begin with the that correspond to each letter. Go letters with the beginning sound for around the classroom providing any each. Go around the classroom l sound? Circle.Then write necessary help. providing any necessary help. the letter Ll.Explain the activity. The pupils elicitthe word for each picture.Then theycircle the ones that begin with the/l/ sound and write Ll in the box.78 79

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